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The  Curriculum  of  the  Horace 
Mann  Elementary  School 


By 

The  Teachers  of  the  Horace  Mann 
Elementary  School 

Teachers  College,  Columbia  University 


NEW  IMPRESSION.  MARCH.    1922 


PUFU-ISHEn    PY 

OIparlirrB  QlallrgF,  CCnhtmbta  ^niTirrattit 

NEW   YORK  CITY 
1917 


Copyright,  1917,  by  Teachers  College,  Columbia  Univtersity 


CONTENTS 

CHAPTER  I'ACE 

I.  Introduction        _        .        .      Henry  Carr  Pearson  1 

II.  Arithmetic    ---------  3 

III.  Geography    ------  --lo 

IV.  Study  OF  Xew  York  City  ------  31 

\\  History  ----------  34 

VI.  Music      ----------  36 

VII.  English  ----------  48 

VIII.  Nature -Study — Science    ------  70 

IX.  Industrial  Arts  --------  89 

X.  Fine  Arts      -       -       -        -        -        -        -        -        -  112 

XI.  Physical  Education    -------  136 


TEACHING  STAFF 


Henry  Carr  Pearson 

Clara  Mabel  Wheeler    , 

Florence  Mabel  McVey 

Alice  Woody 

Evelyn  Batchelder. 

Mildred  Ioxe  Batchelder 

Alice  Elizabeth  Phelps   . 

Anne  Bennett  Briggs 

Theo  R.  Stone    . 

Lalra  Gillmore 

Ida  Elizabeth  Robbins 

Fl(jrence  Marshall  Perkins 

RiTH  Batcheldi;r 

SiEGRiED  Hansen  Upton  . 

Margaret  Condrv 

Marie  Hennhs    . 

Mary  Frederika  Kikchwey 

Mary  C}ertrude  Peahody 

RoxANA  Aler  vSTi:ia,i-; 

Kate  Stiakt  Anthony 

Ri  in  Watson 

Li  (Ta  \\'ii.ll\Mm  Ui-.men'i  . 

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Principal 

First  Grade 

First  Grade 

First  and  Second  Grades 

Second  Grade 

.  Second  Grade 

Open- Air  Class 

Open- Air  Class 

Third  Grade 

Third  Grade 

Fourth  Grade 

Fourth  Grade 

Fourth  Grade 

Fifth  Grade 

Fifth  Grade 

Fifth  Grade 

Sixth  Grade 

Sixth  Grade 

Sixth  Grade 

Household  Arts 

Household  Arts 

Fine  Arts 

Fine  Arts 

Music 

Industrial  Arts 

Industrial  Arts 

.    Nature  Study 

Physical  Tniinin'^ 

Physical  Traiuiiv^ 

Physical  Trai>!inii 

Sii'i)n>i!inii 

GrannjKir  A  ssislant 

Pnmarv  Assistani. 


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CURRICULUM  OF  HORACE  MANN  ELEMENTARY 

SCHOOL 

INTRODUCTION 

Henry  Carr  Pearson 

This  announcement  of  the  curriculum  of  the  Horace  ]\[ann  Ele- 
mentary School  is  a  revision  of  that  published  in  1913,  and 
indicates  the  essential  changes  made  since  that  time,  especially 
those  occasioned  by  the  change  from  a  seven  to  a  six  year  course 
of  study. 

The  Study  of  New  York  City,  which  is  outlined  in  Chapter  IV, 
||  is  an  organized  attempt  to  prepare  our  pupils  to  take  a  more 
j^  intelligent  and  enthusiastic  interest  in  civic  betterment.  As  they 
become  better  acquainted  with  local  history  and  tradition  and 
with  our  best  artistic  possessions,  as  they  come  to  realize  the 
great  social  problems  growing  out  of  the  industrial  life  of  their 
\f%  city  and  the  organizations  of  good  citizens  that  are  working  to 
solve  such  problems,  we  hope  that  they  themselves  will  soon 
develo])  a  high  tyjie  of  civic  responsibility. 

There  will  be  noted  an  attempt  in  sonie  subjects  to  organize 
f0       the  subject  matter  around  certain  large,   fundamental  questions 
^       or  ])r(>blcms.      In   actual  school-room  procedure  this  method  is 
£^      used  more  than   is  apparent  in  this  published  curriculum.     We 
have   found  that  this  method  of  approach  to  lessons  stimulates 
interest,  in  the  pu])ils,  gives  a  pointedness  to  the  instruction,  and 
furni>hes    situations    that   are    favoral)le   to    good   thinking.      As 
we   shall   have  more  experience   with   this   tyi^e   of   teaching,  we 
exjiect  to  learn  ways  and  means  of  carrying  it  still  further  and 
of   organizing  our  ctuTiculum   more   and   more   upon   this   basis. 
An  ideal  curriciihim  may  be  conce!\'ed  to  be  a  group  of  problems 
ot    vital   interest  to  children  and  dealing  with   the    fundamental 
asjiects  of  knowledge,  but  at  present  we  are  able  only  to  approxi- 
mate such  an  ideal. 

1 


in 


2  Curriciiluin  of  Horace  Mann  Elementary  School 

This  statement  of  the  curriculum  is  organized  from  the  stand- 
point of  the  conventional  school  subjects,  rather  than  from  the 
point  of  view  of  the  grade,  as  was  the  case  in  the  curriculum 
of  1906.  This  may  give  the  impression  that  these  school  subjects 
are  sharply  differentiated  from  one  another.  Such  is  not  the 
case,  however,  as  this  curriculum  works  itself  out  in  the  life  of 
the  child,  for  there  is  much  natural  correlation  and  interaction 
between  the  different  subjects.  At  the  same  time  we  try  to  avoid 
the  disadvantages  of  making  correlation  an  end  in  itself,  and  of 
thereby  denying  the  child  the  opportunity  of  feeling  the  logical 
unity  of  each  subject. 

It  has  been  our  purpose  to  have  this  curriculum  reflect  the 
experience  and  opinion  of  the  entire  teaching  staff  of  the  school. 
As  a  result,  the  outlines  were  first  prepared  by  various  committees 
of  teachers  and  then  presented  to  the  whole  group  for  discussion 
and  modification.  After  subsequent  conferences  with  the  princi- 
pal and  supervisors  the  outlines  assumed  their  present  form. 


ARITHMETIC 

The  general  tendency  in  the  teaching  of  elementary  mathe- 
matics at  the  present  time  seems  to  point  first,  toward  the  intro- 
duction of  problems  which  have  to  do  with  the  conditions  of 
life  in  the  sections  where  the  pupils  live;  second,  toward  a  kind 
of  drill  which  shall  make  for  greater  speed  and  accuracy  in  the 
four  fundamental  processes ;  third,  toward  enlisting  a  broad- 
minded  and  self-dependent  attitude  in  the  pupil's  approach  to 
problems ;  and  fourth,  toward  a  familiarity  with  numbers  through 
their  daily  use  in  manual  arts  and  games.  That  thoroughness 
in  mathematics  can  never  be  gained  by  pupils  except  through 
interest,  has  been  plain  for  more  than  a  century.  So  the  old 
mechanical  routine  drill  has  gradually  been  transformed  until 
in  the  modern  schools  we  find  a  new  and  wide-awake  activity 
which  extends  and  amplifies  in  the  class  room  those  experiences 
of  the  family  and  social  life  which  have  to  do  with  numbers.  We 
preserve  with  this,  however,  that  drill  in  operations  which  is 
clearly  essential. 

The  course  as  here  planned  calls  for  six  years  of  arithmetic. 
In  the  junior  high  school  two  half  years  are  given  to  further 
study  of  the  subject  and  to  a  review  of  the  work  done  in  the 
elementary  school. 

The  L'irst  Grade  aims  primarily  to  develop  the  number  concept 
by  taking  advantage  of  the  many  opportunities  for  teaching 
number  otTered  by  the  various  class  room  activities.  Definite 
number  work  within  the  limits  of  1  to  100  is  also  given. 

More  formal  work  begins  in  the  Second  Grade.  .Addition 
and  subtraction,  multiplication  through  10x5,  and  the  inverse 
cases  of  division  give  the  children  some  acquaintance  with  the 
four  fundamental  operations.  ]\Iost  of  the  work  of  the  Third 
Grade  is  in  multiplication  and  short  division.  The  principal  fea 
ture  of  the  Fourth  Grade  work  is  long  division.  Tb.e  Fifth 
Grade  has  for  its  work  the  organizing  of  the  facts  al)(jut  frac- 
tions already  learned  in  the  lower  grades,  and  the  api)lication  of 

3 


\  Curriculum  of  Horace  Mann  Elementary  School 

the  four  fundamental  processes  to  common  and  decimal  frac- 
tions. In  the  Sixth  Grade  a  thorough  drill  in  percentage  is  given 
which  is  constantly  applied  to  the  uses  of  daily  Hfe. 

Measuring  is  begun  in  the  First  Grade.  This  is  continued 
thiough  all  succeeding  grades.  New  facts  are  taught  each  year 
so  that  at  the  end  of  the  Sixth  Grade  the  common  weights  and 
measures  have  been  completed. 

In  the  primary  grades  many  games  are  used  to  help  children 
master  number  operations.  In  the  grammar  grades  fewer  games 
are  used  and  more  time  is  given  to  blackboard  and  card  drills  of 
various  sorts.  The  games  listed  in  the  course  of  study  are  sug- 
gestive of  the  kind  that  have  been  found  most  valuable. 

The  Courtis  Standard  Practice  Tests  in  addition,  subtraction, 
m.ukiplication,  and  division  of  whole  numbers  are  used  in  the 
Fourth,  Fifth,  and  Sixth  Grades.  Not  more  than  twenty-five 
per  cent  of  the  time  allotted  to  arithmetic  on  the  daily  schedule 
is  used  for  these  drills. 

FIRST  GRADE 

The  chief  aim  in  this  grade  is  to  develop  the  nuniber  concept 
by  using  the  children's  number  experiences  and  needs  for  count- 
ing, comparing,  and  measuring. 

Counting.  Groups  of  objects;  children  marching  by  2's ; 
children  seated  five  in  a  row.  Counting  pupils  in  the  class  and 
enough  paper  for  them. 

Reading  Xu.mrers.  Pages  of  books;  calendars;  street  signs; 
house  numbers.  Roman  numerals  to  XII  in  the  study  of  the  clock 
face. 

Writing  Xu-Mbhrs.  Xumbers  to  100.  Attention  is  given  to 
the  correct  formation  of  figures,  especially  4,  8,  7,  9. 

Mkasures.  Day,  week,  month,  year;  cent,  nickel,  dime,  dollar. 
Measuring  materials  used  in  industrial  arts,  involving  the  use  of 
inch,  foot,  yard;  pound;  dozen,  half  dozen;  the  fraction  one-half 
inch;  e.g.,  measuring  the  materials  for  looms  and  counting  the 
numljcr  of  nail>  needed  for  them. 

AITKOXIM.VIK   AND   EXACT   COMPARISON    OF    SiZE   AND    Xu.MBER. 

Ai.pro.xiinaic  comparison;  e.g.,  Laura  is  taller  than  Milton;  .Mar- 
gery's score  i.-^  larger  than  Herman's.  Exact  comparison;  e.g., 
this  block  is  twice  as  large  as  that  block. 


Arithmetic  5 

Addition  and  Subtraction.  Numbers  suggested  by  games 
and  other  interests  of  children. 

Problems.  Problems  suggested  by  children's  interests  and 
experiences.     Children  are  encouraged  to  suggest  problems. 

Games.  Bean  Bag  ;  Marbles  ;  Odd  or  Even  ;  Ring  Toss  ;  Hull 
Gull ;  Dominoes  ;  Guessing  Game  ;  Tag. 

SECOND  GRADE 

Review  work  of  First  Grade. 

Counting.  Counting  by  I's,  2's,  3's,  4's,  5's,  to  ten  times 
each  of  these  numbers  as  a  basis  for  the  multiplication  tables. 

Reading  and  Writing  Numbers.  Numbers  to  1,000.  Writ- 
ing the  Roman  numerals  to  XII.  Signs  -{-,  — ,  X'  ~^>  ="•  (Col- 
umn representation  generally  used.) 

^Measures.  Pint,  quart,  gallon;  the  quarter  and  half  dollar; 
the  quarter  inch ;  the  square  inch. 

Addition.  Addition  facts  completed.  Speed  and  accuracy 
developed  by  means  of  games.  Written  addition,  numbers  of 
two  orders,  not  more  than  four  in  column  with  attention  to 
checking  results. 

Subtraction.  Inverse  cases  of  addition.  Written  subtraction, 
numbers  of   three  orders,  with  attention  to  checking  results. 

^Multiplication.  Informal  beginnings  in  multiplication.  Pro- 
ducts memorized  both  ways   (6X^.'  ^X6). 

Division.     Inverse  cases  of  multiplication. 

Fractions.  Halves,  thirds,  fourths  of  numbers.  Addition 
and  subtraction  of  halves,  thirds,  fourths,  using  objects. 

Problems.  Problems  connected  with  home  and  school  inter- 
ests; buying  of  school  materials;  work  done  in  industrial  arts; 
games  on  playground  and  in  gymnasium. 

G.\MES.  Nuniliers  on  the  Hoop;  Running  the  Square;  Run- 
ning the  Triangle;  Climbing  the  Ladder;  Nimble  Squirrel;  Num- 
ber Sprinters;  Bean  Ii!ag  with  Ladder;  Building  a  Stone  Wall; 
Relay  Race;  Guessing  Game;  Catching  the  Leader;  SiiuDii  <:iys 
Thumbs   up;   Changing    Places;   Going  to   Boston. 


6  Curriculum  of  Horace  Mann  Elementary  School 

THIRD  GRADE 

Review  work  of  Second  Grade. 

CouNTixG.  Counting  by  I's,  2's,  3's,  4's,  5's,  to  ten  times 
each  of  these  numbers. 

Reading  and  Writing  Numbers.  Numbers  to  1,000,000; 
Roman  numerals  to  XX. 

Measures.     Ounce,  pound;  the  eighth-inch;  the  square  foot. 

Addition.  Rapid  oral  drill  on  single  columns.  Written  addi- 
tion, numbers  of  three  orders,  including  dollars  and  cents,  in- 
volving carrying ;  checking  results. 

Subtraction.  Making  of  change  (use  is  made  of  a  supply 
store  at  the  beginning  of  the  year).  Written  subtraction,  num- 
bers of  four  orders,  including  dollars  and  cents,  in  which  some 
of  the  digits  of  the  subtrahend  exceed  those  of  the  minuend; 
checking   results. 

Multiplication.  Tables  completed.  Written  multiplication, 
numbers  of  four  orders,  including  dollars  and  cents,  by  numbers 
of  one  order;  checking  results. 

Division.  Oral  drill  within  multiplication  tables.  Written 
division,  numbers  of  four  orders,  including  dollars  and  cents, 
by  numbers  of  one  order. 

Fractions.  Halves,  thirds,  fourths,  sixths,  eighths ;  oral 
work  in  addition,   subtraction,   reduction. 

Problems.  Buying  of  school  supplies,  luncheons ;  problems 
connected  with  industrial  arts  and  games  in  the  gymnasium ; 
problems  of  one  step. 

Games.  Bean  Bag;  Around  the  Circle,  for  addition,  subtrac- 
tion, multiplication,  division;  Prison  Game  (original)  ;  Hide  and 
Seek  ;  Blackboard  Relay. 

Text-Book.  Wentworth-Smith's  "  Essentials  of  Arithmetic, 
Primary  Book,"  Chapter  II,  pp.  53-166. 

FOURTPI  GRADE 

Review  work  of  I'hird  Grade. 

Counting.  C(junting  by  2's,  Z'>,  4's,  through  12's  to  twelve 
times  each  of  these  nunil)ers. 

Ri:auing  and  Writing  Xu.mp.eks.  Xumbers  to  1,000,000. 
Roman  numerals  to  L. 


Aritluiu'tic  7 

Measures.     Quart,  peck,  bushel,  hal  t -bushel ;  square  yard. 

Addition.  Rapid  oral  drill  with  frefjueut  use  of  combinations 
where  7,  8,  9  occur.  Written  addition,  numbers  of  si.K  orders, 
including  dollars   and  cents  ;   checking  results. 

SuBTR.\CTiox.  Practice  in  making  change.  Written  work, 
numbers  of  six  orders;  checking  results;  terms:  sum,  minuend, 
subtrahend,  remainder,  difference. 

MuLTiPLic.\Tiox.  Much  drill  on  the  multiplication  tables. 
Written  multiplication,  multi])liers  of  two  and  three  orders. 
Practice  in  use  of  such  multipliers  as  906,  780.  Terms :  multi- 
plier, multiplicand,  product. 

Division'.  Short  division  reviewefl.  Pong  division  taught; 
dividends  not  to  exceed  six  orders,  divisors  not  to  exceerl  three 
orders,  checking  results.  Pong  division  used  as  proof  of  mul- 
tiplication;  Terms:    divisor,   dividend,    remainder,    ([uotient. 

Fractions.  IPilves,  thirds,  fourths,  fifths,  sixths,  eighths, 
tenths;  oral  work  in  addition,  subtraction,  reduction. 

Problems.  Buying  school  supplies,  luncheons,  m;irketing, 
shopping, — bringing  in  as  much  as  is  practical  the  facts  of  the 
denominate  number  tables  which  have  l)een  learned;  problems  of 
one  step. 

Games.  Team  Contests, — multii)lication  and  division  tables; 
Counting  Contests;  Ring  Toss;  I'can  Rag:  Rclav  Race  (prolj- 
lems)  ;  Basket  Ball  Relay   (original). 

Text-Book.  Wentworth-Smith's  "  Essential-,  of  .\riihinetic. 
Primary   Book,"   pp.    167-239.   215-247.   260-267. 

MI- Til   GR.XDb: 

Review  thoroughh'  the  fundamental  ojn-r.-itii  iii<  with  iiUegers. 
Casting  out  of  nines  taught  as  a  chcclc  in  :r.uiLipl:c;aiM;].  Check 
all  answers. 

Readino  Axn  Writixo  \rMni:Rs.  Xu!;i'->t^  to  b)0.()()0.iX)0 ; 
Roman  numeral^  to  C:  al>o  the  \-;i!ue  of    I  ■>  .■•.r.d   .M . 

Measures.  Rod.  mile:  ton:  fractional  par!  >  ■  i'  tlv.'  tii,.t.  y:ird  ; 
ounce,  pound:  pint.  ([uart.  gallon:  peck,  bn-ltel. 

CoMMox  Axn  Dr.ci.MAr.  I-'rac  rinxs.  I-'mir  >  ipiT.-iti' i;i~  u<ing 
onlv  the  small  fractions  nf  ordinarv  bn-iiie^- :  ;r.ncli  "S'fctive 
work':    raj)i(l   or;iI   and    written    drill    invi 'l\-ir.'_:    -'rv.vlc    iractions; 


8  Curriculum  of  Horace  Mann  Elementary  School 

reduction  of  common  fractions  to  decimal  fractions  and  vice 
versa;  interchange  of  common  and  decimal  fractions  to  shorten 
operations.  In  division  of  decimals  limit  divisors  to  three  decimal 
places.  Terms :  factor,  multiple,  integer,  mixed  number,  proper 
and  improper  fraction,  numerator,  denominator. 

Problems.  Simple  concrete  problems  in  easy  common  and 
decimal  fractions,  related,  when  possible,  to  the  grade  subject 
matter  in  geography,  fine  and  industrial  arts,  etc.  In  the  formal 
written  analysis  of  problems  especial  attention  should  be  given 
to  the  accuracy  of  mathematical  statements. 

Games.  Counting  Contests;  Relay  Race  (problems);  Circle 
Game   (fractions)  ;  Magic  Square   (fractions)  ;  Fraction  Cards. 

Text-Book.  Wentworth-Smith's  "  Essentials  of  Arithmetic, 
Intermediate  Book,"  pp.  47-104,   141-184. 

SIXTH  GRADE 

Common  and  decimal  fractions  reviewed.  Much  practice  in 
changing  common  fractions  to  decimals  and  decimals  to  com- 
mon fractions.  Courtis  Standard  Practice  Tests  used  to  develop 
accuracy  and  speed  in  the  four  fundamental  operations  with 
whole  numbers. 

Reading  and  Writing  Numbers.  Practice  in  reading  and 
writing  numbers.  Roman  numerals  sufficient  to  express  the 
number  of  the  year. 

Measures.  Square  rod,  square  mile,  acre.  Reduction  of  com- 
mon denominate  numbers  involving  two  denominations,  with 
practical  applications  to  class  lessons  in  industrial  and  fine  arts. 

Percentage.  Taught  as  a  continuation  of  fractions.  Com- 
mon business  per  cents  and  their  fractional  and  decimal  equiva- 
lents memorized  as— 50%,  25%,  12^4%,,  37>^%,  75%,  33^3%, 
66^%,  16^3%,  20%,  40%,  60%,  80%.  Only  two  cases  taught, 
finding  percentage,  finding  rate  per  cent,  introduced  by  means 
of  practical  problems  of  real  interest  to  children.  Simple  inter- 
est, discount,  commission,  profit  and  loss  taught  using  pupils'  own 
savings  bank  accounts,  newspaper  advertisements  of  mark  down 
sales,  and  other  pertinent  information  brought  in  by  children. 
Terms:  reduce,  reduction,  lower  and  higher  terms,  per  cent  of, 
rate,  discount,  gain,  loss,  commission. 


Arithmetic  9 

Problems.  Simple  concrete  problems  in  finding  percentage, 
rate  per  cent,  interest,  commission,  discount,  profit  and  loss  re- 
lated when  possible  to  the  subject  matter  of  geography,  science, 
industrial  arts,  school  and  home  life.  Formal  analysis  of  prob- 
lems by  steps.  Written  analysis  placed  beside  calculation ;  prac- 
tice in  judging  probable  results;  checking  results. 

Games.  Relay  Race  (problems)  ;  Percentage  Circle;  Fraction 
Circle ;  Fraction  Cards. 

Text-Book.  Wentworth-Smith's  "  Essentials  of  Arithmetic, 
Intermediate  Book,"  pp.  105-140  (omit  pp.  125-130),  213-278. 


GEOGRAPHY 

INTRODUCTION 

The  earth  is  the  home  of  man.  He  Hves  upon  its  surface, 
moves  over  its  waters,  and  breathes  the  air  which  envelops  it. 
It  prompts  and  influences  his  energies.  Through  his  efforts  to 
adapt  himself  to  the  physical  laws  and  conditions  which  govern 
the  earth,  man  learns  to  understand  the  laws,  to  respect  the  con- 
ditions, and  to  adjust  the  earth's  resources,  so  far  as  possible,  to 
meet  his  needs.  Therefore,  a  study  of  the  earth  without  con- 
sidering the  life  and  work  of  mankind  would  be  dry  and  mean- 
ingless and  would  make  our  work  ungeographical. 

This  point  of  view  has  guided  our  work  in  the  past  and  still 
controls  it,  in  spite  of  the  many  changes  recently  made  in  the 
course  of  study.  The  character  of  these  changes,  outlined  be- 
low, is  twofold.  First,  we  have  tried  to  select  from  the  mass 
of  geographic  details  which  fill  our  modern  text-books,  those 
which  seem  to  bear  most  directly  upon  the  economic  and  social 
life  of  the  peoples  of  the  globe,  and  from  the  body  of  facts  still 
further  to  determine  an  "  essential  minimum  "  which  every  ele- 
mentary school  pupil  should  possess.  Second,  the  order  and 
presentation  of  this  minimum  have  been  arranged  with  the  aim 
of  making  sure  that  it  becomes  a  "  permanent  possession." 

The  reasons  for  l)eginning  geography  with  observations  in  the 
home  field  are  too  well  known  to  need  defending  here.  Our 
children  come  to  school  along  crowded  thoroughfares ;  below 
the  ground,  above  it,  and  on  its  surface,  they  see  the  movement 
of  ])eoples  and  commodities.  The  city  is  the  child's  laboratory', 
and  it  is  to  this  busy  life  that  we  must  appeal  for  notions  with 
which  he  may  image  the  remote  areas  beyond  his  vision.  Home 
geography  and  history,  therefore,  are  begun  in  the  Third  Grade 
through  a  study  of  the  early  history  of  Manhattan  Island.  The 
idea  of  trade  and  exchange  is  the  basis  for  our  study  of  the 
Indi.'ui  life  on  the  island  and  the  later  civilization  of  the  Dutch 

10 


Gco(jraph\  11 

and  English,  this   in   turn   leading  to  the   use  of   the   globe  and 
finally  to  a  brief  consideration  of  the  belts  of  extreme  tempera 
ture  and  the  people  who  inhabit  them. 

No  exhaustive  study  of  home  environment  and  conditir)us  car 
be  made  in  primary  grades,  but  by  the  time  our  j)Ui)iIs  leave 
the  elementary  school  they  should  ])Ossess  a  distinct  geographic 
knowledge  of  their  city  and  state  ;  moreover,  we  have  failed  if 
we  have  not  developed  in  them  some  ability  to  image  and  inter- 
pret things  beyond  their  horizon  by  means  of  things  seen  and 
handled.  Understanding  that  this  power  of  imagination  and  in- 
terpretation grows  wnth  maturity,  we  have  made  a  place  for  hrnne 
geography  in  every  year  where  geograi)hy  is  a  jxirt  of  the  cur- 
riculum, placing  the  emphasis  in  each  year  on  the  a<[)ects  of 
the  subject  best  fitted  to  the  pupil's  ex])erience  and  interest. 
This  makes  possible  a  fuller  realization  of  our  ideal  to  use 
continually  the  old  related  knowledge  to  coniprehcnd  the  new, 
and  makes  im|)ossible  the  ]:)ractice  of  closing  the  door  on  one 
continent  when  the  study  of  another  is  begun. 

In  the  r^ourth  Grade  the  work  on  the  home  en\-iriinnicnt  arrows 
out  of  the  ideas  gained  in  the  Third  Grade,  that  New  \'ork  is  a 
great  trading  center,  that  there  is,  therefore,  a  necessity  for  rapid 
means  of  transportation  and  communication.  A  brief  >tudy  is 
made  of  our  streets,  tunnels,  and  bridges;  how  they  knit  together 
the  scattered  parts  of  our  city;  how  traltic  is  acconiin('(l;ucd  ;uid 
expedited;  and  how  our  streets  are  made  safe  and  atiractiw  for 
city  dwellers.  In  this  year  the  study  of  a  continent  tir.-t  begins. 
Certain  topics  from  North  .Vmerica  are  selected  and  tlic  work 
is  based  upon  man's  need  for  food,  clothing,  and  shelter.  W  here 
and  how  the  raw  products  are  obtained,  manufactured,  and 
distributed,  and  the  infiuence  of  climate.  >nil.  ,-iiid  surf:icc  upon 
these  i)roducts  form  the  chief  topics  of  the  year.  'IT.e  '.mpil 
observes  weather  conditions  and  interprets  the  di.->t.'int  imin  the 
near;  he  studies  the  kinds  of  soil  about  him  and  gain>  a  notion 
of  the  geographical  conditions  in  the  great  agricuhural  .ireas  of 
the  United  St;ites  and  Canada.  As  he  works  with  textiles  and 
clays  in  his  study  of  the  industrial  arts,  he  learns  something  of 
the  processes  required  and  the  labor  necessary  to  chanire  the 
raw  material  into  the  tnii>hed  product  and  to  carry  it  wluTe   it 


12  Curriculum  of  Horace  Mann  Elementary  School 

is  needed.  He  is  drilled,  also,  in  the  location  of  a  few  important 
places. 

Home  geography  in  the  Fifth  Grade  means  a  knowledge  that 
New  York  is  the  chief  gateway  for  the  thousands  of  foreigners 
who  flock  every  year  to  our  shores,  that  for  this  reason  it  is  a 
more  cosmopolitan  city  than  London,  and  that  of  necessity  it 
plays  an  important  part  in  the  government  regulation  of  immigra- 
tion. From  the  knowledge  of  the  country's  resources  gained  in 
the  Fourth  Grade,  our  need  of  the  immigrant  and  his  willingness 
to  leave  the  land  of  his  fathers  and  seek  a  new  home  is  explained ; 
in  fact,  our  school  rooms  are  a  laboratory  for  building 
up  these  notions.  We  believe  that  such  a  study  will  give  a 
knowledge  of  the  original  sources  of  our  growing  American 
nation,  and  develop  a  more  sympathetic  appreciation  of  the  con- 
tributions each  of  the  alien  people  gives  to  our  national  and  city 
life.  It  is  through  some  such  approach  as  this  that  Europe  is 
studied. 

Not  much  stress  can  be  laid  upon  causes  in  the  first  three 
years  of  geography,  but  in  the  higher  grades  the  knowledge 
which  our  pupils  have  gained  through  observation  and  experi- 
ence is  made  the  basis  for  a  discussion  of  the  simpler  reactions 
between  man  and  his  environment.  By  means  of  simple  experi- 
ments which  bear  directly  upon  questions  arising  from  these 
discussions  many  of  the  physical  laws  which  govern  our  life  on 
a  planet  are  explained.  In  teaching  Africa  and  Australia  the 
controlling  purpose  is  to  show  the  activities  of  the  colonizing 
nations  of  Europe  and  how  these  activities  are  influencing  the 
primitive  peo])les  with  whom  they  come  in  contact.  New  ^"ork 
State  is  the  topic  for  hfjme  geography  in  the  .Sixth  Grade, 
em])]iasis  being  laid  c)n  the  geographic  conditions  influencing  the 
development  of  the  state  anrl  u])on  man's  responses  to  this  control. 

Dm'ing  the  first  year  of  high  school  Asia  and  the  United 
States  are  studied  in  detail.  15ut  in  view  of  the  underlving 
principle  controlling  our  course,  this  is  not  the  study  of  isolated 
continents.  The  opjjortunity  offered  by  the  recent  entrance  of 
the  United  States  into  world  affairs  is  seized  upon  for  a  general 
world  review,  and  to  this  is  added  a  particular  study  of  our 
Asiatic  neighbors  on  the  opposite  shores  of  the  Paciflc,  in  this 


Geography  13 

way  contrasting  the  highly  organized  states  of  society  in  these 
older  colonizations  with  the  freer,  unconventional  conditions  of 
the  western  continent.  Such  a  study  shows  that  though  details 
of  development  may  he  different  in  different  nations,  yet  the 
primitive  needs  of  man,  after  all,  form  the  chief  motives  for 
his  reaching  into  the  varied  domains  of  industry,  science,  and 
art,  and  for  his  forming  world  empires  which  are  rapidly  knitting 
together  the  peoples  of  the  glohe. 

That  the  economic  and  industrial  ideas  which  form  the  chief 
control  of  this  course  of  study  must  he  simple  does  not  detract 
from  their  value.  In  fact,  such  a  point  of  view  vitalizes  and 
unifies  all  our  school  work,  for  it  is  evident  that  geography  can 
and  must  contribute  a  large  share  in  building  up  those  industrial 
concepts  which  the  school  must  furnish  its  pupils  if  they  are  to 
meet  the  demands  which  present  social  and  economic  conditions 
are  forcing  upon  them. 

The  reference  books  and  text-books  used  through'nit  the 
grades  are : 

The  Dutch  Twins,  Fitch. 

A  Home  Geograi)liy  of  Xew  York  City,  Straul)ennr;;l!er. 

Carpenter's  Readers  of  the  various  continents. 

Industrial  Studies,  Allen. 

Bowman's   Soutli  America. 

Geoj^raphy  of   Cummcrce  and    Industry,   Rocheleavi. 

From  'I'rail  to  Raihva\-,  I!ri;-;liam. 

l-llementary    Connnercial    Genqraphy,    .Adams. 

Representative  Cities  of  the  I'nited  State-.   I!otchk;-<. 

I!riL[liam   &    .Mcl'arlane's    I'".s>entials    of    Geu^^raphw 

Dodge's    .Advanced    Geograpliy. 

Tarr  and  Mc.Murry's   .W-w  Gei)g"rai)hie>. 

Longmans'  .'-^choid   .Atla^. 

Ox  ford   ( Jeographie^  —  !Mn-oi>e,    .\<ia. 

'riiiRi)  r,R.\i)]'. 

I.      Idea  ot"   Trade   or   b'.xcli;m-\'   Grdwim:  C^iit   of   ;t   Study  of 
kood,    Slu'llor.  and  Clothing. 
n.      Introchn-tioii  to  a  Study  of  the  World. 
in.      Sindv   of    Local   W'cailuT  Condition-. 

In  the  Third  (Irade  the  ;uni  i-  to  gi\-o  the  children  cx]ieri"n.ces 
which  will  lorir>  a  ha<is  for  more  deliin'te  geography  work  in  the 


14  Cnrriculum  of  Horace  Mann  Elementary  School 

later  grades.  Little  attempt  is  made  to  formulate  a  set  body  of 
geographical  facts ;  but  rather  to  arouse  an  interest  in  people  and 
things  and  to  develop  a  consciousness  of  the  interdependence  of 
one  community  on  another.  It  is  difficult  in  the  beginning  of 
the  year  to  separate  the  geography  and  the  history  in  this  grade ; 
consequently  the  three  parts  of  this  outline  are  used  as  parallel 
rather  than  in  sequence. 

The  lessons  on  brickmaking,  wool,  and  silk  are  given  by  the 
Department  of  Industrial  Arts,  but  the  class-work  teacher  em- 
phasizes the  geographical  side  of  these  materials  of  which  the 
child's  clothing  and  shelter  are  made. 

I.    Idea  of  Trade  or  Exchange  as  Growing  Out  of  the  Visit 
OF  THE  Dutch  to  This  Country 

1.  As  carried  on  to-day  between  pupils  and  between  different 
localities.  These  ideas  are  made  clear  by  two  excursions.  The 
children  go  to  130th  Street  ferry  to  see  exchange  going  on  there. 
They  note  the  barges  going  up  and  down  the  river,  carrying  coal, 
lumber,  bricks,  etc.  They  also  go  to  a  large  wholesale  market 
where  all  kinds  of  food  supplies  are  brought  in.  In  class  work 
the  children  suggest  things  in  the  home  which  are  brought  from 
foreign  countries  and  tell  how  they  are  brought  here. 

2.  Trade  among  the  Indians  on  Manhattan  Island  and  be- 
tween Indians  on  the  island  and  those  across  the  river.  Chil- 
dren suggest  the  articles  that  might  have  been  exchanged  and  the 
means  of  exchange. 

3.  Trade  carried  on  between  the  Dutch  and  the  Indians  as 
brought  about  by  Hudson's  discovery  and  through  Adrian  Block. 
Brief  study  of  the  Dutch  in  their  own  country  finds  a  place  here. 

4.  New  Amsterdam  as  a  trading  center.  Its  advantages  of 
location  are  noted,  its  excellent  harbor,  its  water  connections 
with  other  parts,  also  the  quantities  of  material  found  on  the 
island  and  in  the  vicinity  that  the  Dutch  wanted,  such  as  furs, 
lumber,  etc. 

5.  The  purchase  of  Manhattan  Island  by  Dutch  traders. 

6.  The  establishment  of  a  village  around  the  trading  post. 
Children  discuss  what  buildings  would  l)e  necessary  in  such  a 
village  ;  the  homes,  the  church,  the  schoolhouse,  the  storehouse, 


Geography  15 

the  fort.  They  also  consider  the  industries  likely  to  be  carried 
on,  as:  trade  in  furs  and  lumber,  the  beginning  of  farming  and 
manufacturing,  chiefly  of  the  home. 

The  Dutch  in  Their  Ozvn  Country 

1.  Character  of  the  country:  Low  and  flat  with  many  canals 
and  windmills,  the  extensive  water-front,  thus  prompting  many 
to  a  sea-faring  life. 

2.  People.  The  general  appearance,  customs,  and  industries, 
emphasizing  the  trading  with  other  countries  made  easy  by  access 
to  water.  Globe  used  to  show  the  respective  positions  of  Holland 
and  India  and  the  difficulties  of  trading  partly  by  water  and 
partly  by  land. 

3.  Attempt  of  Dutch  to  find  a  shorter  passage  to  India 
Emphasis  laid  on  Henry  Hudson's  expedition,  his  motive,  the 
description  of  his  boat,  comparing  it  with  the  ocean  liner  of 
to-day,  the  helps  he  had  in  sailing,  charts  and  compass,  the  story 
of  the  entrance  of  the  "  Half  Moon  "  into  the  harbor  of  New 
York,  the  meeting  between  the  Dutch  and  the  Indians,  and  the 
trip  up  the  river.  iMaps  and  sand  table  used  to  fix  locality  and 
to  picture  the  surface  of  the  island  in  those  early  days. 

4.  Results  of  Hudson's  discovery. 

II.       IXTRODUCTIOX    TO    A    StUDV    OF    THE    WoRLD 

1.  Direction.  Children  find  where  sun  sets  and  get  other 
directions  from  that.  They  draw  a  compass  on  the  tloor  and 
correct  by  a  real  compass.  They  make  a  compass  with  a  mag- 
netized needle  in  dish  of  water.  A  drawing  of  a  compass  is 
made  and  hung  with  the  north  always  at  top.  Directions  frorr. 
class  room  of  familiar  places  in  neighborhood  are  given.  This 
work  is  then  transferred  to  paper,  bringing  out  ;;;j/^  idea. 

2.  ]\Iap  drawing  to  easy  scale. 

3.  Use  of  globe.  Children  recall  trips  they  have  made,  and 
tell  direction  in  which  friends  going  to  ICnrope  h:ivc  sailed. 
Steamship  lines  to  Europe  are  named  and  direcli'Mi  jminted  out, 
also  position  of  countries  to  which  the  ship  is  going. 

4.  Land  and  water  masses  distinguished.  Continents  and 
oceans  are  named,  giving  directicin  of  c<'>ntinents  :i:id  Cduntries 
from  New  ^'ork.     Small  "'lobes  :ire  used. 


16  Ciirriciduui  of  Horace  Mann  Elementary  School 

5.  Belts  of  extreme  temperatures  and  their  countries,  (a) 
Land  of  the  Eskimo,     (b)  Land  of  the  Arab  (Desert). 

in.     Study  of  Local  Weather  Conditions 
Incidental  work  on  wind,  temperature,  length  of  day.     Sunny 
and  shady  sides  of  streets  contrasted,  north  and  south  entrances 
to   school,   location   of   garden   with   reference   to   sunshine,   the 
drying  of  sidewalks  on  windy  and  calm  days,  etc. 

The  follow'ing  lesson  on  one  of  the  topics  referred  to  under 
the  "  Idea  of  Trade  or  Exchange  "  is  suggestive  of  the  method 
of  treatment  in  this  grade. 

Study  of  a  IVholcsale  Market 

The  keynote  of  the  geography  of  the  Third  Grade  is  the  idea 
of  trade  or  exchange  as  carried  on  at  home  and  in  the  immediate 
neighborhood,  and  this  serves  as  an  introduction  to  the  study 
of  world  relations  and  interdependence  through  trade  which  is 
carried  further  in  the  succeeding  grades. 

A  study  of  the  immediate  locality  in  its  community  aspect  is 
made,  beginning  with  the  home,  its  members,  and  their  inter- 
dependence. The  type  of  home,  whether  in  private  house,  apart- 
ment, or  hotel,  is  next  considered,  and  its  dependence  on  the 
neighboring  grocer,  butcher,  and  delicatessen  shop.  The  con- 
venience with  which  our  needs  are  supplied  is  emphasized,  for 
we  note  that  through  delivery  wagons,  automobiles,  telephones, 
and  messengers  our  wants  are  immediately  satisfied.  This  leads 
to  the  questions : 

1.  How  do  our  local  dealers  get  their  supplies?  Children 
suggest  farms  and  wholesale  markets. 

2.  What  is  a  wholesale  market  and  where  is  it  located? 
Teacher  and  children  determine  to  answer  the  last  question  by 
a  visit  to  such  a  market. 

Trip  Made  to  G.\nsevoort  Market  on  West   14TH   Street 
Some  of  the  large  topics  noted  and  discussed  were  the  following: 

1.  The  variety  of  foods  found  there. 

2.  Packing  and  storing  of  these  foods. 

3.  Meaning   of    commission   merchant. 

4.  Foreign  countries  represented  through  labels. 

5.  Means  of  transportation  and  local  delivery. 


Geography  17 

In  the  discussion  that  followed  the  excursion  the  children 
decided  to  make  a  class  record  of  their  experience.  Two  ques- 
tions arisinc^  from  this  discussion  prompted  the  following  work: 

1.  Which  of  the  products  we  saw  can  be  grown  at  home  and 
which  come  from  a  distance? 

2.  Why  can  we  raise  these  foods  here  and  not  others? 
Lists  of  home  products  were  ])ut  on  the  board  with  a  view 

to  making  a  collection  of  pictures  of  them.  From  magazines  and 
catalogues  children  collected  and  mounted  pictures  on  a  chart 
which  was  called  "  Home  Products."  In  discussing  the  second 
question  statements  of  climatic  and  soil  conditions  were  written 
on  the  board  by  the  teacher  and  copied  by  the  children  as  a  class 
story.  In  the  same  way  a  chart  called  "  Foreign  Products " 
was  made,  labels  from  cans  and  packages  being  used  instead  of 
pictures. 

It  was  decided  to  make  a  class  book,  each  child  selecting  a 
topic  to  write  upon.  A  few  of  the  many  topics  suggested  are 
given  below : 

Why  We  Went  to  the  Market. 

Why  the  Market  is  Situated  Where  It  Is. 

Market  Time. 

Open  Space  where  the  Farmers  Come. 

How  Aleat   is   Brought  to  the  Wholesale  Market. 

Cold  Storage  and  Ice  Houses. 

Where  Some  of  the  Things  Come  From. 

Traffic. 

Each  child  chose  his  own  topic  and  wrote  upon  it.  The  Eng- 
lish was  corrected  by  the  teacher  and  children,  then  the  paper 
was  copied  and  added  to  the  book. 

Through  the  above  study  the  children  were  impressed  with 
the  bigness  and  importance  of  their  city  and  of  the  world  at 
large,  and  they  felt  they  had  a  speaking  acquaintance  with  many 
countries  beside  their  own. 

The  following  are  samples  of  pupils'  work  that  grew  out  of 
such  an  excursion  to  a  market. 

L.'VBELS* 

All  goods  at  the  wholesale  market  must  have  labels  to  prevent  the 
selling  of  stale  goods.  The  labels  tell  where  the  goods  come  from.  Some 
oranges    come    from    California,    and    some    from    Florida.      We    have    a 


18         Curriculum  of  Horace  Mann  Elementary  School 

book  of  labels   showing  where  things  are  packed.     It  is  interesting  to 
see  how  far  they  have  traveled  to  reach  New  York. 

•  Individual   work. 

Foreign  Products* 

These  fruits  and  vegetables  we  cannot  grow  here,  so  we  call  them 
foreign  products.  Many  of  these  fruits  come  from  the  south  where 
it  is  very  warm  and  rainy  and  where  they  have  long  summers.  Some 
of  our  best  apples  come  from  the  western  part  of  our  country  and 
from  the  northern  part  of  our  own  state  which  is  cold. 

Our  foreign  products  are  brought  to  us  from  all  over  the  world  in 
trains  and  boats.  They  are  taken  to  the  wholesale  markets  and  the 
retail  grocers  buy  from  them  and  sell  to  us. 

*  Class  story. 

FOURTH  GRADE 

I.     Home  Geography  continued. 
n.     The  World  as  a  Whole, 
ni.     North  America — Emphasis  on  the  United  States. 

Means  of  transportation  and  communication  form  the  special 
topic  for  home  geography  in  this  grade.  This  naturally  follows 
the  topic  of  the  preceding  grade,  and  also  furnishes  an  approach 
to  an  elementary  idea  of  the  world  as  a  whole.  Emphasis  in  the 
grade,  however,  is  placed  mainly  on  a  study  of  the  United  States 
from  the  standpoint  of  its  chief  industries. 

Children  are  taught  to  use  intelligently  such  geographical 
terms  as  continent,  hemisphere,  river  system,  river  valley, 
mountain  range,  mountain  system,  plateau,  and  plain.  Through- 
out the  year,  in  addition  to  the  text-book,  frequent  use  is  made 
of  lantern  slides,  pictures,  collections,  and  the  experience  of  the 
pupils  in  the  school  garden. 

In  this  and  in  succeeding  grades,  much  emphasis  is  placed 
upon  visualizing  and  memorizing  the  location  of  the  important 
cities,  rivers,  lakes,  and  mountains. 

I.     IIoMK  Geography 

Means  of  Transportation  a)id  Couununication 
The  necessity  for  roads  is  shown  through  the  child's  experi- 
ences and  through  the  knowledge  of  trade  and  the  exchange  of 
commodities  gained  in  the  Third  Grade.     Our  school  is  situated 
on   a  hi;-,toric   thoroughfare,   and   Amsterdam   Avenue   is   linked 


Geography  19 

with  the  city's  history  through  its  name.  Stories  of  early  modes 
of  travel  are  told  to  emj)hasize  the  present  ease,  safety,  and  speed 
of  communication  in  New  York  and  the  effect  of  this  on  trade 
and  industry.  The  city  paves,  lights,  cleans,  and  repairs  the 
streets,  while  the  child  shares  the  responsibility  for  their  care, 
appearance,  and  beauty. 

Bridges  and  tunnels  connect  our  island  borough  with  widely 
scattered  land  masses  belonging  to  the  city  and  vicinity.  Ele- 
vated roads,  subways,  street  railways,  steam  railways,  and  water 
ways  are  needed  to  move  people  and  goods  quickly  to  and  from 
the  city.  The  Hudson  is  a  highway  of  traffic,  a  moving  road. 
The  kinds  of  bridges  children  have  crossed,  the  material  of  which 
they  are  made,  are  noted  and  pictures  collected  and  compared. 

II.  The  World  as  a  Whole 
From  the  study  of  the  great  city  with  its  rapid  means  of 
comnumication  linking  it  to  all  countries,  the  children  pass  to  a 
consideration  of  the  world  as  a  whole.  The  shape  of  the  earth 
is  here  assumed,  a  more  detailed  study  of  the  results  of  living 
on  a  spherical  earth  being  taken  up  in  the  Sixth  Grade.  Imagin- 
ary journeys  across  the  seas  are  taken  and  the  names  of  con- 
tinents, islands,  and  oceans  are  reviewed  and  learned.  The 
direction  of  other  countries  from  New  York  and  from  each  other 
is  a  feature  of  this  study.  The  work  on  the  Heat  Belts  of  the 
third  year  is  reviewed  and  enlarged.  The  ideas  presented  are 
made  concrete  and  vivid  by  a  discussion  of  life  conditions  in 
these  climatic  belts  and  by  collections  of  fruits,  nuts,  grains, 
spices,  and  the  like,  which  the  children  bring  at  Thanksgiving 
time  and  arrange  on  shelves,  grouping  according  to  the  belts  in 
which  they  grow.  The  countries  in  which  these  products  grow 
are  then  found,  named,  and  located. 

III.      North    Amkkica — Emphasis   ox    the   Eastern   United 

States 
As  the  atlas  is  first  used  in  this  grade  many  exercises  of  an 
introductory  nature  are  necessary.  These  teach  the  technique  of 
map  reading  and  at  the  same  time  develop  fundamental  geograph- 
ical ideas.  The  first  exercises  are  on  direction  and  points  of  the 
compass. 


20  Curricidmn  of  Horace  Mann  Elementary  School 

In  an  outdoor  lesson  at  noon  the  children  compare  their  shad- 
ows with  the  compass  line  and  draw  north-south  lines  on  paper. 
The  meaning  of  meridian  is  explained  and  our  local  meridian  is 
drawn  on  the  schoolroom  floor.  After  this  sundials  made  of 
four-inch  squares  of  heavy  cardboard  with  upright  pins  are  given 
and  the  direction  of  the  morning,  noon,  and  afternoon  shadows 
drawn.  Games  are  played  to  test  the  child's  knowledge  of 
direction. 

This  work  leads  to  simple  lessons  in  longitude.  The  size  of 
the  earth's  "  waist  measure  "  is  explained,  and  the  idea  of  scale 
and  degrees  taught  from  the  globe.  A  New  York  City  map  is 
placed  on  the  local  meridian  drawn  on  the  floor,  and  name  of 
New  York  City  meridian  given. 

At  this  point  the  atlas  is  presented,  the  ■Mercator  map  being 
the  first  used.  Children  find  the  Greenwich  meridian  and  notice 
how  meridians  are  numbered.  Each  child  makes  for  himself  a 
Mercator  map,  a  large  one  being  drawn  on  the  board  upon  which 
the  ^Mariner's  Game  is  played.  In  connection  with  this  easy 
problems  are  given  in  dividing  360  into  halves  and  quarters. 
Then  follow  map  exercises  in  which  the  child  traces  the  meridians 
and  parallels  which  cross  North  America  and  names  the  countries 
crossed  by  them. 

Just  here  the  child  is  shown  how  to  use  the  index  of  the  atlas. 
In  one  exercise  he  finds  the  latitude  and  longitude  of  the  indexed 
cities ;  in  the  other  he  is  given  certain  crossings  of  meridians 
and  parallels  to  find  the  cities  at  those  crossings. 

The  colors  of  the  map  are  now  explained.  Our  own  environ- 
ment is  drawn  upon  to  make  the  idea  of  sea  level  clear,  and 
exercises  in  map  reading  are  given. 

The  meaning  of  land  and  water  forms  and  their  representation 
on  the  map  is  made  clear  by  using  large  colored  lithographs  of 
typical  geographic  features.  From  these  the  following  points 
are  made,— the  height  of  mountains,  source  and  course  of 
streams,  valley  and  favorable  location  for  farms.  The  map  of 
our  own  country  is  now  examined  for  mountain  ranges  and 
peaks,  rivers  and  river  valleys,  lakes,  and  connecting  bodies  of 
water.  Thus,  using  picture  and  map,  the  following  geographical 
features  are  discussed  and  their  representative  symbols  on  the 


Geography  21 

map  found:  Mountain  ran^^e  and  peak,  river — source,  mouth, 
valley — meadows  where  cattle  graze,  a  stream  fed  hy  melting 
snows,  good  place  for  farm,  rocky  coast,  sandy  coast,  hay,  and 
the  like. 

At  this  point  we  recall  the  mariner  and  his  M creator  map,  and 
search  our  local  map  for  ways  in  which  our  coasts  are  made 
safe  for  travel  and  commerce.  The  maj:)  of  North  America  is 
examined  to  fmd  suitahle  places  for  lighthouses,  lightships,  buoys, 
etc.;  also  folders  of  various  steamship  lines.  .\n  exercise  like 
the  following  is  given  : 

Lighthouse  Capes — Maps  9  and   11. 
Cape  Ocean  Country    or   State 

While  working  out  this  exercise  these  facts  are  noted  :  capes 
often  mark  the  opening  of  a  gulf  or  bay;  a  river  often  emj)ties 
into  a  bay;  cities  are  at  or  near  the  mouths  of  rivers.  Pupils 
now  trace  rivers  from  source  to  mouth  and  make  list  of  rivers 
under  following  heads  : 

Rk'ers  and  Bays — Maps   11   and   13. 
Riz'cr  Gulf  or  Bay  City  Country 

Having  now  acquircfl  consideral)le  ability  to  u<c  a  map,  the 
children  begin  their  sluclv  of  the  United  Slates  bv  coii^iilering 
some  of  the  important  industries  of  the  countrv.  I'arallci  with 
this,  as  the  vcar  ad\;uices.  ch;ingcs  in  tenipcralurc  .'ire  ndlf^'.,  :is 
well  as  amounts  of  rainfall,  and  varying  lengths  (if  day  and  n:-:ht. 
Our  schodl  garcU'n  gives  upportunitv  for  ex]ier;;iicirLS  wiih  soils 
and  in  diiTerent  wa\'s  of  planting.  Wheat  is  -own  in  rich  loam, 
in  {)(_)or  sfjil,  in  sand,  and  in  co;il  a-he-,  and  re-ults  are  watched. 

A  wheat  farm  is  >tudied  in  delail,  the  following  topic-  indicat- 
ing the  points  presentrd  : 

Size;  nece-sary  huildin.qs  ;  pi'e[)aration  01  ground  for  j'aititiL: :  har- 
vesting. 

Life  of   farmer  and    fainil_\':    work;   comforts:   i'Iea~i:r','-. 
-States    en,L^ai::ed    in    \s  lieat-rai<inix. 

Imaginary  jmirne\s  ^\•ith  a  wlieat  .-hip  on   tra"  (ireat  I. alee-. 
States  and  cit'c-  hia'.'ini,'  grain   elevators  and   f.oiir  mid-. 
Foreign   countries   wliich   need  our   wheat. 

Corn,  cotton,  and   sng.ar  cane  are  treated   in   a   similar  wav. 


22  Curriculum  of  Horace  Mann  Elementary  School 

Following  this  study  of  life  conditions  growing  out  of  farming, 
the  different  sections  of  the  eastern  United  States  are  studied. 

In  summarizing  this  work  the  facts  to  be  emphasized  are 
grouped  under  the  following  topics : 

Names  of  states  in  group. 

Location  in  northeastern  United  States. 

Coast  line:    Very  irregular,  numerous  bays  and  islands. 

Surface  and  drainage:  Hilly  and  mountainous.  White  Mountains,  Mt. 
Washington. 

Hills  low  near  coast  but  land  gradually  rises  toward  the  interior  until 
it  becomes  a  plateau.  Plateau  crossed  by  many  rivers — Connecticut,  Mer- 
rimac,  Penobscot.    Abundance  of  waterfalls,  rapids,  and  lakes. 

Soil:    In  valleys  good.     Hillsides  poor  and  stony.     Boulders. 

Climate:  Severe  winters,  mild  summers.  Prevailing  wind  from  west, 
but  changes  frequently  bringing  rain.  Winter  busy  season  for  cutting 
timber,  logging  camp. 

Industries:  Dairying,  lumbering,  manufacturing,  market  gardening, 
tislnng,   quarrying. 

Products  :    Raw  and  manufactured. 

Cities :    Boston,  Providence,  Fall  River,  New  Haven. 

Transportation  routes.     Boston  a  centre. 

People. 

FIFTH  GRADE 

I.     North  America  Continued. 
II.     Home  Geography. 
III.     Europe. 

I.     North  America 

The  study  of  North  America  is  continued  during  the  first  half 
of  the  Fifth  Year.  Emphasis  is  placed  upon  the  western  part 
of  the  United  States,  the  growth  of  its  mining  and  agricultural 
industries,  its  playgrounds  and  scenic  features,  its  growing  com- 
merce. Problems  relating  to  Canada,  Mexico,  Central  America, 
and  Panama  are  studied.  An  idea  of  the  effect  on  the  trade  of 
the  world  of  the  Panama  Canal  is  brought  out. 

Locational  geography  is  considered  very  necessary  in  this 
grade. 

11.       HOMK    GROf.R.APIIY 

The  topics  for  Home  Geography  in  this  grade  are  Immigration 
and  the  I'^oreign  Population  of  New  York.  The  main  question 
presented  to  the  pupils  is,  "  Why  should  New  York  have  such  a 


Geography  23 

large  foreign  population?"     In  the  answer  to  this  question  the 
following  points  are  made : 

Population  of  the  United  States  in   1790 — 3,000,000. 
Population   in   the  United    States   in    1912 — 93,000,000. 
Where  has  a  large  part  of  this  increase  come  from? 

From  Africa:    Negroes  equal  one-tenth  of  total  population. 
From  Europe:    northern  countries,  southern  countries. 
From   Asia :    eastern   countries. 
What  has   brought  them   here?     Opportunities    for   work   because   of: 
fertile  soil,  manufacturing,  mining. 

Why  is  New  York  the  great  gateway  through  which  they  pass  into 
the  continent?  Because  of  its  nearness  to  Europe,  the  centre  for  great 
steamship  lines,  and  the  ease  with  which  all  parts  of  our  continent  can 
be  reached  from  New  York. 

Why  should  so  many  immigrants  remain  in  the  city?  Opportunities 
for  unskilled  labor  in  making  of  clothes,  making  tunnels,  repairing 
streets,  building,  etc. 

What  are  the  nationalities  in  the  city?     Italian,  German,  Scandinavian, 
Irish,  Hungarian,  Greek,  Russian,  etc. 
What  does  each  contribute  toward  our  city  life? 
Greeks  :    Florists  and  fruit  venders. 
Italians :    Fruit  venders,  dig  our  subways,  builders. 
Irish :    Policemen,  contractors,  builders. 
Poles  :    Work  on  street  and  in   factories. 
Russians:    Make  clothing. 
Germans :    Business  men,  musicians. 
What  does  city  do  for  them? 

1.  Establishes  schools,  parks,  libraries,  museums,  model  tenements. 

2.  Protects  and  cares  for  the  immigrants  at  Ellis  Island. 

3.  Social  work  done  by  individuals  and  by  organizations. 

III.     Europe 

No  exhaustive  study  of  the  continent  is  attempted.  We  select 
some  big  question  or  problem  that  deserves  emphasis  in  the  dif- 
ferent countries,  frequently  making  use  of  current  events.  Some 
of  these  prol)lems  are  : 

Why  do  so  many  Italians,  particularly  from  southern  Italy,  come  to 
the  United   States  ? 

Show  how  Switzerland  is  the  playground  of  Europe  as  well  as  the 
workshop  of  the  Swiss. 

How  will  the  opening  of  the  proposed  railroad  between  Ekaterina 
Harbor  and  the  interior  cities  benefit  Russia? 

By  solving  intelligently  such  questions  we  hope  that  the  pupils 


24  Curriculum  of  Horace  Mann  Elementary  School 

will  gain  a  working  knowledge  of  the  social,  physical,  industrial, 
commercial,  and  descriptive  aspects  of  the  different  countries. 

To  obtain  greater  thoroughness  after  the  problem  treatment, 
review  lessons  are  given.  By  means  of  these  lessons  many  of 
the  leading  facts  regarding  the  Great  Powers  of  Europe  may  be 
organized  under  the  following  topics : 

Importance  in  the  progress  of  the  world. 

Location :  Favorable  position  among  the  continents ;  its  northern  lati- 
tude ;  waters. 

Coast  features:  Extent  of  coast  line.  Innumerable  bays,  fjords,  river- 
mouths,  and  other  arms  of  sea  furnish  great  opportunities  for  trade. 
Comparison  with   North  America. 

Surface:  Mountain  areas,  highlands,  lowlands.  Great  extent  of  pro- 
ductive land. 

Drainage :  Many  wide-mouthed,  navigable  rivers  flowing  into  seas  free 
from  ice.     Growth  of  large  cities  and  distribution  of  population. 

Climate:  Prevailing  westerlies  not  obstructed  by  mountains  in  Central 
Europe.     Temperature  and  rainfall. 

Life:    Plant  and  animal. 

The  method  used  in  studying  the  various  countries  of  Europe 
is  indicated  by  the  following  series  of  lessons  on  The  Netherlands. 

The  Nethcrlands—A  Type 

Work  in  home  geography  affords  a  growing  interest  in  the 
Dutch..  We  locate  their  country  and  study  them  in  their  home 
environment. 

Before  studying  the  to])ics  outlined  here,  class  interest  is  ob- 
tained l)y  reading  selcctirms  from  "Hans  Brinker  "  and  a  short 
description  in  Carpenter's  "  Europe."  dealing  with  the  industries 
of  the  country.  'Hie  solution  of  the  discovered  problem  gives 
a  definite  pnri)ose  for  considering  physical  conditions  that  are  in 
part  responsible  for  the  life  and  industries  of  the  country. 

Problem:     Why   is  gracing  an   important   industry  in   The  Xcthcrlands? 

Review:    Locate  grazing  regions  studied  in  United  States  and  Canada. 
Recall  conditions   favorable   for  grazing: 

1.  Surface  generally  level. 

2.  Climate  not  suitable  for  agriculture: 

a.  Rainfall. 

b.  'I'cnipcraturc. 


Geography  25 

Location :    Political  map. 

Surrounding  countries  and  waters:    Latitude  with  reference  to  40th 
parallel.     Comparison  with   New  York. 
Size:    Extent.     Comparison. 
Surface:    Physical  map  in  Atlas. 

1.  The  Rhine  Basin.     Application  of  study  of  general  surface  map, 
noting  peculiarities  of  surface. 

2.  Dykes:    Their  purpose,  size,  care;   stories,  pictures. 

3.  Dunes:    Nature's  aid   in  helping  to  shut  out  the  sea.     Influence 
of  sand  and  prevailing  westerlies. 

4.  Reclaimed  lands.     Fitting  for  use,  draining  canals,  pumps,  wind- 
mills. 

Use  made  of  winds. 
Grazing:     Application   of    surface   conditions    favorable    for   grazing   to 

reclaimed    and    other    sections.      Comparison     with     United     States. 

Among  Alps. 
Temperature:     Atlas. 

July  temperature.     Comparison  with  New  York  and  United  States. 

Application  of   temperature  conditions   favorable   for  grazing. 
Rainfall:    Atlas. 

Influence  of  prevailing  westerlies.    Application  anrl  comparison  with 

United  States. 
Summary:    Solution  of  problem. 

Because    of    the    generally    level    land,    range    of    temperature,    and 

distribution  of  rainfall,  grazing  may  be  carried  on  in  The  Netherlands. 
Dairying:  Result  of  grazing.  Comparison  with  United  States.  Alps. 
Cattle:     Kind,    number,     care,     cleanliness,    sheds.      Comparison    with 

United  States.    Alps. 
Life  of   the   People:     Comparison   with   cowboy   life.      Life   aiU'ing   the 

Alps. 
Butter    and    cheese:     The    making.      Centres    of    dairyini;.      Market.^    at 

home  and  abroad,  their  location. 
Industry  of  towns  depends  ujion  accessibility  of  raw  prri(U;et-.  nea:"ne~s 

to  markets  demanding  products,  ea-e  of  tran-;>i.irtatii);!. 
Transportation:      Routes.       Ports     from     which     shij^ped.     Iv.ittenlam. 

Amsterdam. 

.SIXTH  GRADl-: 

I.     Gcogr;i])hical   I'rinciplcs. 
II.     Sotith  .Aiiiericri,  Africri,  .Vtistralia. 
III.     Home  Geoq'r;ij)hy — Hie  State  of  Xew  ^'ork. 

The  first  jx^rtion  of   the   vear  is   devoted   to  a   study   of   .c;eo- 
graphical  principles.     'l'hi<  work  is  sutpideniei'ited  by  tlie  science 


26  Curriculum  of  Horace  Mann  Elementary  School 

study  of  the  grade,  which  is  devoted  largely  to  the  elements  of 
physical  science  and  thus  often  serves  to  elucidate  some  of  the 
principles  involved  in  the  geographical  course. 

In  approaching  the  study  of  a  continent  or  a  section,  the  atten- 
tion of  the  class  is  often  centered  upon  some  large  question,  the 
solution  of  which  involves  a  considerable  body  of  geographical 
knowledge.  Such  questions  or  problems  are  stated  at  the  begin- 
ning of  the  detailed  outlines  given  later. 

The  facts  brought  out  in  the  preliminary  surveys  of  Africa  and 
Australia  are  rather  general  in  character,  and  have  to  do  with 
the  larger  physical  features. 

The  study  of  the  individual  sections  or  countries  is  far  more 
detailed  in  regard  to  both  the  physical  and  the  life  conditions. 
This  latter  phase  of  geography,  emphasizing  particularly  indus- 
trial and  commercial  activity,  is  the  goal  toward  which  all  the 
work  tends ;  the  former  phase,  the  physical,  is  considered  as 
explanatory  of  these  life  conditions.  This  does  not  mean,  how- 
ever, that  position,  surface,  drainage,  and  climate  are  studied 
formally  as  isolated  topics,  the  information  to  be  applied  in  some 
future  work.  On  the  contrary,  they  are  given  immediate  point 
and  meaning  by  being  studied  when  a  knowledge  of  these  physi- 
cal conditions  is  found  to  be  an  essential  step  in  the  solution  of 
some  important  problem.  The  outlines  below  suggest  this  method 
of  procedure,  that  on  Africa  being  typical  of  the  work  on 
Australia,  and  that  on  the  Congo  Basin,  of  the  study  of  indi- 
vidual countries  and  sections  of  both  Africa  and  Australia. 

The  home  state  is  studied  in  more  detail  than  is  any  other 
section.  Again  the  physical  features  are  considered  in  their 
relation  to  life  conditions.  The  following  regions  are  studied 
as  intensively  as  the  age  of  children  permits :  the  Hudson  and 
]\Iohawk  Valleys,  the  Adirondacks,  the  Highlands,  and  the 
Plateau  Section. 

I.     Geographical  Principles 

I.  Form  and   Size  of   Earth: 

Early  belief  that  it  was  flat.     Effect  on  exploration. 

Proofs  that  it  is  round.  Shadow  of  earth  when  cast  upon  the 
moon  is  always  circular.  The  unbroken  horizon  line  is  always  cir- 
cular.    Circumnavigation  proves  curvature,  not  rotundity. 

Circumference.    Diameter. 


Geography  27 

2.  Rotation  : 

Gives  day  and  nij:;ht.  Fixes  noon.  Xorth  and  south  line  found 
at  noon  by  means  of  a  shadow   stick.     Axis,  poles,  equator   defined. 

3.  Latitude   and   Longitude : 

Their  use.  Practice  in  finding  latitude  and  longitude  on  maps. 
Exact  directions  found  by  following  meridians  and  parallels.  Ap- 
proximate time  found  at  various  places — New  York,  London,  Algiers, 
Cape  Town,  Melbourne. 

Standard  time.  Time  belts  in  use  in  the  United  States.  Changes 
made  in  traveling  eastward — in  traveling  westward. 

4.  Revolution — Inclined  axis: 

Gives  change  of  seasons.  Show  by  means  of  diagrams  and  ap- 
paratus that  when  the  northern  hemisphere  is  having  summer,  the 
southern   is   having  winter.     Compare  Cairo  and   Cape  Town. 

Length  of  day  and  night  at  Equator,  at  Polar  Circles,  at  Poles. 

5.  Climate : 

Temperature: 
Isothermal  maps  studied.     Land  and  water  temperatures  compared, 
coast   and   interior.    Equator   and   poles.      Shifting   of    Heat    h^quator. 
Winds— Rainfall: 
Effect  of  temperature  on  circulation  of  the  air.     The  characteristics 
of  each  wind  belt  studied — the  heavy  rains  of  the  Doldrums,  the  fair 
weather  of   the   Trades,   the  stormy  Westerlies,   etc. 

II.     Africa,  Austr.m.ta,  South  America 

TvrE  OF  Prf.limix.vrv  Tki..\t.ment  of  a  Contixfxt 

Africa 

Why   has   the   development   of   Africa   been   much    slov.-er   than    that   of 
the  other  great  continents? 

1.  Location  : 

Xot  favorable.  Almost  wholly  in  the  Hot  P.elt.  Compare  w;th 
South  America.  I-'ind  latitude  of  extreme  north,  of  extreme  <outh. 
Comi)are  latitude  of  Algiers  and  Cape  Town  with  that  of  P>ucnos 
Ayres,   Los   Angeles. 

2.  Coastline: 

Regular — few  good  harbors.  This  has  repelled  sailor<.  Comjiare 
with  Europe  aiul  South  America.  Xame  and  locate  principal  in- 
dentations. 

3.  Surface: 

Mounta'ns  form  a  rim  about  the  continent  and  thn-^  arc  a  barrier 
to  ex;)loration.  Compare  a  trip  u\)  the  Conu^i  or  Xile  witli  ca^^e 
of  entrance  to  Xorth  America  by  way  of  Mississippi  and  St.  Law- 
rence,  to    South    -Xmcrica   by   Ama:^on,   to    Iuiroi)e   by    Danube. 

.\anii'  and  locate  principal  biuhl.inds,  coastal   lowlands, 


28  Curriculum  of  Horace  Mann  Elementary  School 

4.  Drainage: 

Some  of  the  greatest  rivers  of  the  world,  but  all  interrupted  by 
falls  and  rapids.  Effect  on  development  of  country.  Nile,  Congo, 
Niger,  Senegal,  Zambezi  Orange,  Vaal  studied,  general  directions 
and  characteristics  noted.  Compare  in  size  and  importance  with 
Mississippi,  Amazon,  Danube. 

Lakes  Chad,  Victoria,  Tanganyika,  Nyassa  compared  in  size  and 
commercial  importance  with  the   Great  Lakes. 

5.  Climate: 

Temperature:  Great  heat  one  of  the  chief  causes  of  slow  develop- 
ment.    Isothermal  maps. 

Rainfall:  Much  of  the  continent  uninhabitable  because  of  too  much 
or  too  little  rainfall — jungles,  deserts. 

Apply  work  on  Wind  Belts.  Sahara  a  Trade-wind  desert.  Winds 
from  northeast  blow  from  a  cooler  to  a  warmer  region  and  so  absorb 
moisture  rather  than  give  it.  Southeast  Trades  leave  moisture  on 
windward   side  of   mountains — result,  the  Kalahari  Desert. 

Jungles — Doldrum  Belt — great  heat — moisture,  swamps — unhealth- 
ful. 

Type  of  Treatment  of  a  Section 

The  Congo  Basin 

Henry  M.  Stanley  explored  this  region  and  made  it  known  to  the 
world.  His  journey  from  Lake  Tanganyika  down  the  Congo  to  the  sea, 
with  the  difficulties  and  dangers  he  encountered,  is  the  basis  of  the  work 
on  this   section. 

1.  Location  of   river,  where  it  rises,  general   direction,  where   it  empties. 

number  and   size  of   its   tributaries. 

Compare  length  of  Stanley's  trip  with  trip  down  the  ^Mississippi, 
down  the  Amazon. 

2.  Character  of   the  river:    Stanley   Falls,   Stanley   Pool.     Series  of   falls 

near  coast,  great  stretches  of  navigable  water.  The  proportion  of 
the  journey  that  could  be  made  by  water,  the  proportion  that  had 
to  be  made  by  land.  Compare  in  this  respect  with  the  Mississippi 
and  the  Amazon. 

3.  Character    of    the    country    through    which    Stanley     made     his    way: 

Jungle,  hot.  reeking  with  moisture,  malarial.  Effect  on  health  and 
working  capacity  of  explorer  and  his  men.  Compare  again  with 
Mississipi)i  and  Amazon. 

4.  Animals   of   thf   region — insect   pests,   poisonous    snakes,   wild   animals. 

5.  Wild  tribes,  piq^mie^.  etc..  that  interfered  with   Stanley's  progress. 

6.  Value  to  the  worUl  of  his  expedition:    Made  known  "Darkest  Africa"; 

opened  up  trade  in  valuable  woods,  rubber,  palm-oil,  gums;  led  to 
building  of  railroad  and  steamboat  lines;  brought  in  Europeans  with 
their  civilizing  influence  (Trench,  Belgians),  thus  abolishing  canni- 
bali'^m   and  greatly   reducing   slavery. 


Gco(jraph\ 
South  America 


29 


Argentine  Republic,  Chile,  Brazil,  rmd  Bolivia  are  taught 
in  detail.  A  comparison  is  made  between  the  great  plain  of 
Argentine  with  its  cattle  and  sheep  ranges,  wheat  fields,  railways, 
cities,  and  foreign  trade,  and  the  great  plain  of  the  United  States. 

A  lesson  on  Typical  Seaports  of  South  America  is  given  below 
as  one  type  of  drill  work. 

Drill   Lesson 

Principal   Seaports   of   South   America. 

Period — 30  minutes. 

Work  proceeded  very  rapidly. 

Interest  in  lesson  aroused  through  an  article,  published  by  tlic  Xcw 
York  Times,  on  "Floating  Exhibition  of  American  ^Manufactures  to 
South  American  Ports  "  for  the  purpose  of  increasing  trade. 

Certain  paragraphs  of  the  article  selected  and  read  in  class. 

List  of  principal  ports  to  be  visited,  as  given  in  article,  placed  on 
board   and  named. 

Name  of  country  in  which  each  port  is  located,  given  and  placed 
opposite  name  of   city. 

La  Guayra  Venezuela 

Para  Brazil 

Pernambuco  Brazil 

Rio  Janeiro  Brazil 

Buenos  Ayres  Argentine  Rci)ublic 

Montevideo  Uruguay 

Valparaiso  Chile 

Callao  Peru 

1.  On  political  wall  map  of  Western  Hemisphere,  cliildrcn  trace  route 
of  the  Exhibit  Ship  from  New  York  to  ports  in  South  .Xmerica  naming 
places  to  be  visited. 

2.  Call  names  of  places  rapidly,  anrl  a>k  dilTcrcnt  children  Xo  locate 
cities   by   pointing  on   wall   map. 

3.  Children  ask  each  other  to  point  to  and  name  cities  (mi  wall  map. 

4.  Call  for  definite  oral  location  of  all  cities  on  rlie  Atlantic;  on  the 
Pacific. 

5.  On  physical  map  children  find  and  locate  all  cities  to  lie  vi-itod. 

6.  Point  to  and  locate  orally  the  city  that  is  the  outlet  for  llic  greatest 
river  system  of  South  America. 

7.  Point  to  and  locate  orally  the  city  that  mo-t  clo-cly  re-eniMes 
San  Francisco  in   its  location. 

8.  Find  and  locate  a  city  that  i";  the  oiulet  for  a  valley  re-em!iling 
our  MississipjM. 

9.  Locate  citv  that  ha-  the  largest  harbor. 

10.  Divide    class    into    two    sections    for    quick    competition.      Pupils    in 


30  Curriculum  of  Horace  Mann  Elementary  School 

"A"  section  give  name  of  country.     Pupils  in  "  B  "  section  respond  by 
locating  city  in  country.     Pupils  leave  section  when  mistake  is  made. 

11.  Place  a  "blackboard"  outline  map  before  class.  Children  volunteer 
to  locate  cities  from  memory,  by  placing  city  mark  and  printing  name 
on  map. 

12.  Class  check  work  by  referring  to  map. 

13.  Pass  individual  outline  maps  of  South  America.  Pupils  are  given 
a  chance  to  see  how  many  cities  they  are  able  to  locate  within  a  given 
time. 

III.    Home  Geography — The  State  of  New  York 

Why  has  New  York  become  the  Empire  State? 

1.  Harbor:    Large,   deep,   safe.     Many  miles   of   water    front,   piers   and 

docks  for  ships  from  all  over  the  world. 

2.  Hudson  and  Mohawk  valleys:    Broad  Hudson,  navigable  for  150  miles 

is  joined  by  Mohawk  from  the  west.  These  two  valleys  form  a 
continuous  highway  from  the  Great  Lakes  to  the  Atlantic,  thus 
connecting  New  York  City  with  the  productive  interior  of  the 
country. 

Importance  of  the  Erie  Canal,  the  New  York  Central  and  Hudson 
River  Railroad,  the  Boston  and  Albany  Railroad,  etc. 

Important  cities  of  these  valleys  located,  their  size  and  chief  indus- 
tries accounted  for.    Niagara  Falls  studied  in  connection  with  Buffalo. 

3.  Plateau  Region   (central  and  southern  New  York)  : 

Character  of  the  surface,  appearance  of  the  eastern  part  of  the 
plateau,  the  Catskills,  from  the  Hudson  Valley.  Height  of  plateau. 
Sources  of  Delaware,  Susquehanna.  Why  it  is  the  farming  region 
of  the  state  (grapes,  apples,  dairy  products).  Compare  size  and 
number  of  cities  in  this  section  with  those  of  the  Hudson  and 
Mohawk  valleys. 

4.  Adirondack  Region:    Northeastern  New  York  the  highest  part  of  the 

State.  Mountains  are  well  forested,  beautiful  lakes,  fine  air.  Health 
resort.     Lake   Champlain   and  highway  to   Canada. 

Lumbering  in  this  region  an  important  industry.  Wood-pulp  manu- 
factured.    Many  paper  mills  in  towns  along  the  borders  of  the  region. 

5.  Highlands    of    the   Hudson:     Extend    from   northeast   to    southwest,    a 

part  of  the  Appalachian  System.  Hudson  cuts  through  this  ridge 
forming  a  wonderful  water-gap.  This  gap  is  the  eastern  gateway 
of  the  continent  and  is  the  dominant  factor  in  making  New  York 
the  Empire  State. 

Mountains  here  are  low,  forests  have  been  largely  cleared  away 
for  farms  and  pastures.  Aluch  valuable  clay  for  bricks  and  tiles 
comes   from  this  region  as  well  as  building  and  flag  stone. 

The  course  in  geography  is  completed  in  the  first  year  of  the 
High  School  by  a  study  of  Asia  and  of  the  United  States  in  its 
world  relations  in  industry  and  commerce. 


STUDY  OF  NEW  YORK  CITY 

The  purpose  of  this  study  of  New  York  is  to  acquaint  the 
children  with  their  own  city,  to  interest  them  in  the  efforts  of  its 
best  citizens  toward  a  higher  ideal  of  city  life  and  government, 
and  to  inspire  them  with  a  desire  to  do  something  for  their  city. 
This  knowledge  should  include  ( 1 )  the  actual  physical  features 
of  the  city;  (2)  the  inhabitants,  their  number  and  nationality; 
(3)  the  occupations  of  the  people  and  some  of  the  problems 
arising  on  account  of  the  industrial  pursuits  in  which  many 
of  them  are  engaged ;  (4)  some  of  the  institutions  aiming  to 
solve  the  most  pressing  of  these  problems,  as :  the  Consumer's 
League,  the  Child  Labor  organizations,  the  City  Club ;  ( 5 )  the 
history  of  New  York  and  historic  spots  in  the  city;  (6)  the 
beautiful  things  in  New  York,  buildings,  parks,  museums,  art 
collections,  etc.;  (7)  the  means  for  protecting  life  and  property, 
as :  the  Police  and  Fire  departments,  courts. 

As  will  be  seen  by  consulting  the  tabulated  r)utline,  the 
method  of  presenting  these  topics  and  questions  is  to  draw  from 
each  subject  of  the  curriculum  any  material  which  may  apply  to 
New  York,  rather  than  to  organize  a  special  course  not  related 
to  all  school  subjects.  The  time  schedule  is  not  necessarily  fixed, 
but  each  phase  of  the  study  is  taken  up  in  the  natural  setting 
of  the  general  course  from  which  it  is  drawn.  The  amount  of 
time  given  to  this  study  varies  from  two  to  four  weeks,  ;>ccord- 
ing  to  the  grade  of  the  child  and  the  subject  under  consideration. 
/V  more  detailed  treatment  of  these  topics  is  given  in  dther  parts 
of  the  course  of  study  under  the  general  heading  at  the  top  of 
each  column. 


31 


32  Curriadum  of  Horace  Mann  Elementary  Scliool 


STUDY  OF 


GRADES 

HISTORY  AND  CIVICS 

GEOGRAPHY 

FIXE  ARTS 

VI 

Political    divisions    of 
city. 

Comparison  with  the 
past. 

Dep'ts  of  city  govern- 
ment and  their  work. 

New  York  as  a  port, 

as  a  manufacturing 

center. 
Terminals:  water, 

rail. 

(1st  Year  H.  S.) 
New  York  State  and 

Hudson  River. 

Civic  art. 

Improvement  of  city. 
(1st  Year  H.  S.) 

V 

United    States    post- 
office:     Its  work  in 
the  city.    Compari- 
son with  mediaeval 
times. 

Foreign  population: 
Immigration. 

Tiffany    glass.       Collec- 
tions  of   pottery   and 
porcelain  in  museums, 
shops. 

IV 

Police  protection: 
Comparison  with 
the  past. 

Transportation  and 
communication: 
Streets,  tunnels, 
bridges. 

Study  of  collections  of 
textiles  and  plates  in 
Metropolitan  Mu- 
seum. 

Design  work.  Appear- 
ance of  city  street 
compared  with  coun- 
try road. 

HI 

Early  history. 
Fire  protection. 

Surface  of  city — map 
of  New  York. 

Continuation  of  weath- 
er study. 

Sunny,  grey,  and  stormy 
days  along  the  Hud- 
son. 

Firemen  in  action. 

II 

Early  history. 

Study  of  Nezv   York   City 


33 


NEW  YORK  CITY 


INDUSTRIAL  ARTS 

SCIENCE 

LITERATURE 

Water  supply  of  New  York. 

Description     of    city     in 

poetry  and  prose. 
Cost  year  No.  21 
I.  H.'S.  Irving. 

Cement  industr}-. 

Clay  and  glass  industry. 

Museums. 

Forestry: 

Trees  and  birds  of  parks. 

1 
i 

Building  materials  of  eity. 
Bread  supply. 
Cotton  market. 

Sources    of    food,    clothing.       Stories  of  inventors,  engi- 
shclter:                                               neers,  builders. 
Sugar,    tea,    fish,    lumber, 
fibres,     rubber,     building-  i 
stones. 

i 

Shelter,  food,  elothing: 
Brick-making. 
Milk  supply. 
Wholesale  market. 

Vegetable  gardens: 
Shrubs       1 

\'ines           :■     of  parks 
Flowers      J 

Beaver.                                     ! 
Sea-gull. 

Work  illustrating  occupations 
of  Indians  on  Manhattan 
Island: 

Clays,  textiles. 

Native  plants  and  animals. 
Weather: 

Rain,   snow,    temperature, 

evaporation. 

HISTORY 

The  new  organization  of  the  school  providing  for  the  Junior 
High  School  has  influenced  the  course  of  study  in  history  in  the 
elementary  school.  There  virtually  are  only  five  years  of  his- 
tory because  the  work  of  the  First  Grade  is  not  differentiated 
into  the  common  school  subjects.  With  this  arrangement  it  has 
been  necessary  to  limit  the  elementary  field  to  American  history 
with  just  enough  of  the  European  background  to  make  it  intelli- 
gible. 

At  present  the  work  is  in  an  experimental  stage.  A  detailed 
working  syllabus  is  used  as  a  guide  and  no  text-book  is  followed. 
The  oral  method  of  presentation  is  employed,  supplemented  by 
discussion,  collateral  reading,  and  the  use  of  source  material. 
Only  a  few  topics  are  treated,  but  an  effort  is  made  to  present 
a  connected  story  of  development  rather  than  a  series  of  stories, 
biographies,  and  events. 

History  is  introduced  in  the  second  year  through  a  study  of 
changes  visibly  in  progress  in  the  neighborhood.  This  is  fol- 
lowed by  a  study  of  the  three  phases  of  life  on  Manhattan  Island 
— Indian,  Dutch,  and  English. 

Beginning  with  the  third  year  provision  is  made  for  a  system- 
atic survey  of  American  history  from  the  period  of  discovery  up 
to  the  present  time. 

Aj)plying  the  general  theory  of  the  course — that  the  work 
should  begin  and  end  with  the  pupil's  own  community,  and  that 
throughout  the  course  this  same  community  consciously  should 
be  turned  to  account,  thereljy  giving  reality  and  meaning  to  the 
])ast, — the  work  ends  with  a  study  of  the  government  of  New 
^'fjrk  City  to-day. 

1  he  outline  inclicates  the  division  of  the  work  according  to 
grades.  A  fuller  outline  with  references  and  suggestions  will 
1)(;  published  when  the  work  has  become  somewhat  standardized. 

34 


History  35 

SECOND  GRADE 
Manhattan  Island, — 1609-1763 

THIRD  GRADE 

How  Europeans  Found  Our  Continent  and  What  They 
Did  With  It —1000-1763 

FOURTH  GRADE 
How  Englishmen  Became  Americans, — 1607-1783 

FIFTH  GRADE 
The  United  States  of  America, — 1783-1865 

SIXTH  GRADE 

The  New  Nation, — 1865-1916.     How  We  Are  Governed 

To-Day 


MUSIC 

The  plan  for  the  music  of  the  elementary  grades  is  based  upon 
"  Education  Through  Music,"  by  Professor  Farnsworth  of 
Teachers  College.  The  work  is  divided  into  two  groups :  From 
Song  to  Notation,  Grades  1-3 ;  from  Notation  to  Song,  Grades 
4-6. 

The  first  phase,  From  Song  to  Notation,  presents  the  work 
through  a  direct  musical  appeal.  The  pupil  is  led  to  observe, 
define,  and  finally  describe  in  terms  of  musical  notation  what,  in 
all  cases,  he  has  first  heard  and  sung.  Musical  experience  in 
the  form  of  rote  songs  is  given  and  gradually  this  experience  is 
defined  through  association  with  notation.  The  child  passes 
from  expression  through  imitation  to  expression  through  thought. 
Drill  grows  out  of  the  effort  to  formulate  what  is  felt. 

The  second  phase,  From  Notation  to  Song,  complements  the 
first  in  that  the  process  is  reversed  and  the  musical  thought  is 
first  presented  to  the  eye  in  notation.  This  the  pupil  rapidly 
coordinates,  forming  a  musical  concept  of  what  he  finally  sings. 
Drill  in  the  practical  application  of  the  association  formed  by 
means  of  sight-singing  is  emj^hasized.  The  child  passes  from 
thought  through  notation  to  expression.  Drill  grows  out  of  the 
efifort  to  formulate  what  is  seen. 

Believing  that  good  tone,  clear  enunciation,  and  imaginative 
singing  are  essential  to  any  degree  of  beauty  in  singing,  and  also 
necessary  as  a  foundation  for  musical  experience  upon  which 
to  base  the  technique  of  sight-reading,  we  have  aimed  first  to 
teach  the  children  to  imagine  vividly,  enunciate  clearly,  and  sing 
with  good  tone.  As  outlined  in  "  Education  Through  Music," 
we  are  carrying  out  in  the  first  four  grades  the  ])lan  of  work  for 
drill  in  the  technique  of  sight-rcarling.  In  the  I'^ifth  to  Seventh 
Grades,  however,  the  time  for  class-room  lessons  is  not  sufficient 
to  enable  us  to  accomplish  all  the  drill  in  technique.  W^hile  aim- 
ing to  retain  what  has  been  gained  in  beautv  in  singing,  we  are 

36 


Music  37 

giving  these  pupils  a  general  knowledge  of  musical  notation,  as 
outlined,  sacrificing  the  drill  in  sight-reading  somewhat  for  the 
sake  of  more  singing  of  good  songs.  A  wider  choice  of  songs 
is  made  possible  by  aiding  the  pupils  when  necessary  in  the 
difficult  parts  of  songs,  thus  preserving  the  freshness  of  the 
songs  and  also  giving  time  for  more  effective  drill  in  the  artistic 
expression  of  what  is  sung.  Pupils  are  encouraged  to  sing  alone 
from  memory  songs  that  will  be  of  use  after  school  days. 

The  choice  of  subjects  for  study  and  drill  grows  out  of  the 
nature  of  the  child  and  the  relation  to  each  other  of  the  musical 
problems  to  be  solved.  These  problems  are  dealt  with  in  stages, 
each  having  a  characteristic  feature,  e.g.,  tone-production, 
rhythm,  pitch.  These  again  are  divided  into  steps,  when  neces- 
sary, each  step  or  stage  taking  from  three  to  six  weeks,  long 
enough  to  complete  a  unit  of  work  and  to  make  a  definite  and 
lasting  impression  that  may  be  built  upon  when  the  subjects 
recur,  and  yet  not  long  enough  to  weary  the  pupil,  thus  destroy- 
ing interest. 

In  the  following  outlines  the  formal  work  necessarily  occupies 
the  most  space,  but  actual  practice  through  emphasis  on  song 
singing  keeps  the  balance  between  the  two  kinds  of  work. 

FIRST  GRADE 

First  Phase.  Awakening  Musical  Ideas:  (1)  Rhythmic  in- 
terest in  the  song,  supplying  a  means  for  all  to  join,  even  those 
who  are  too  shy  to  sing.  (2)  \''oice — improvement  in  tone  and 
pronunciation  through  the  efforts  to  express  adequately  the 
thought  of  the  song.  Helping  monotones  to  find  their  singing 
voices.  (3)  Observation  of  the  character  of  the  song  through 
attempts  to  act  and  i)ictnre  the  way  it  goes  with  reference  to 
pitch,  duration,  pulse.  (4)  Learning  key  relationship  of  tones 
by  singing  syllable  names  as  another  stanza  to  simple  songs,  such 
as  "Hot  Cross  Buns."  (5)  Playing  "  I-xho "  and  imitating 
musical  sounds  for  the  purpose  of  developing  control  of  breath 
and  tone  quality. 

SECOND  GRADE 

First  Pii.xse.  Defining  musical  ideas  and  lieginning  to  ex- 
press them  by  means  of  notation.  Defining  Interpretation  and 
Structural    Ideas:      (\)    \'oice    work:     Good    position    of    body. 


38  Curriculum  of  Horace  Mann  Elementary  School 

Good  breath  control.  The  vowel,  the  thread  upon  which  the 
tone  is  sung.  All  developed  from  effort  to  make  the  song  sound 
better.  (2)  Key  quality.  Observing  through  song  sentences  the 
characteristic  effects  produced  by  each  of  the  seven  tones  of  the 
key  and  associating  the  sound  names  and  hand  signs  with  the 
tones  they  represent,  establishing  the  third  and  fifth  as  initial 
tones,  followed  by  scale  practice.  (3)  Tone  duration:  Com- 
bining the  acting  and  picturing  of  pulse  and  duration,  thus  learn- 
ing how  to  measure  tones  of  different  lengths — quarters,  halves, 
eighths.  (4)  Simplified  notation:  Discovering  the  advantages 
of  lines  in  representing  differences  in  pitch  and  learning  how  to 
write  measured  music  upon  them.  (5)  Practice  in  finding  rap- 
idly the  third  and  fifth  on  the  staff.  (6)  Song-making:  Learn- 
ing how  a  musical  passage  of  four  or  five  notes  sounds  from  the 
way  it  looks  and  how  to  form  and  express  our  own  tonal  thoughts 
by  song-making. 

THIRD  GRADE 
First  Phase.  Completion  of  the  process  from  Song  to  Nota- 
tion and  commencing  phrase  reading:  (1)  Review  of  notation 
learned  in  second  year ;  continuation  of  the  work  through  appeal 
to  the  imagination.  Specific  vowel  practice  on  sustained  tones. 
(2)  Completion  of  staff"  notation.  First  step:  Learning  to  sing 
major  and  minor  seconds  at  will  in  order  to  be  able  to  measure 
staff  distances.  Second  step :  Discovering  the  need  for  fixed 
pitch  as  well  as  relative  names  of  tones,  learning  how  the  fixed 
pitch  names  came  to  be,  and  how  to  sing  them,  starting  from 
any  one  of  them.  Third  step :  Learning  how  the  clef  mark 
makes  it  possible  to  have  the  lines  of  the  staff'  represent  fixed 
pitches  and  how  to  sing  them  from  the  staff.  Fourth  step :  Dis- 
covering how  the  staff  with  the  clef  mark  can  represent  only  the 
key  of  C  and  how  sharps  and  flats  are  made  to  represent  other 
keys.  (3)  Fractional  pulse:  Observing  the  difference  between 
the  dotted  pulse  and  the  dotted  half  pulse  and  memorizing  their 
efi'ect  as  well  as  learning  how  they  are  represented  in  notation. 
(4j  Phrase  thinking:  Inventing  variations  on  a  musical  passage 
and  writing  them  down,  as  well  as  continuing  song-making.  (5) 
Commencing  phrase  reading  in  the  three  keys,  C,  F,  G. 


Music  39 

FOURTH  GRADE 
Second  Phase.  Beginninf:^  of  the  work  from  Notation  to 
Song  and  development  of  phrase  reading.  (1)  Continued  prac- 
tice of  good  voice  and  vowel  color  through  efforts  to  express 
adequately  the  character  of  the  song.  (2)  Thinking  music  in 
phrases;  singing  and  writing  variations  on  a  phrase.  (3)  Speed 
work ;  practice  in  rapid  coordination  by  pointing  on  staff  without 
writing,  and  by  use  of  printed  cards.  Application  of  phrase 
practice  to  songs.  (4)  Learning  new  keys;  applying  the  ob- 
servation with  reference  to  the  sharp  four  and  flat  seven  as  a 
principle  for  introducing  new  keys  and  forming  key  groups. 
Rhythmic  practice.  (5)  Speed  work  in  placing  1st,  3rd,  upper 
and  lower  5th,  and  upper  octave  in  difTerent  keys.  (6)  Intro- 
duction of  musical  reader. 

FIFTH  GRADE 
Second  Phase.  Continuation  of  the  work  from  Notation  to 
Song:  (1)  Continuation  of  the  phrase  reading  begun  in  the 
fourth  year,  practiced  in  connection  with  song  work.  Gradual 
increase  in  the  difficulty  of  phrases  used,  and  shortening  of  the 
time  allowed  for  observing.  The  use  of  minor  phrases  upon 
which  to  write  variations.  Continuation  of  the  same  attentirm 
to  means  of  interpretation  employed  in  the  previous  grades. 
(2)  Fundamentals  of  good  tone  studied  as  such:  (a)  Breath 
deep  and  free,  controlled  by  the  muscles  about  the  waist,  (b) 
Loose  and  flexible  muscles  about  the  neck  and  mouth.  (c) 
Resonant  body,  especially  chest  and  head,  (d)  The  recognition 
and  use  of  head  tones,  (e)  Learning  a  cla'^sificd  li^t  of  good 
singing  vowels.  (3)  Development  of  the  minor  mode.  Giving 
experience  of  minor  tones,  observing  and  describing  what  ninlccs 
them  sound  as  they  do.  Learning  how  to  sing  the  new  tones. 
Practice  on  the  harmonic  and  melodic  forms  of  the  11111101-  scales 
and  chords.  (4)  Speed  work  in  recognition  of  ke\ --ign;itnrcs. 
(5)   Continuation  of  work  in  readers. 

SIXTH  GRADF. 
Second  Ph.\se.     Completion  of  the  {process  fr(^ni  Notation  to 
Song:      (1)    Continuation  throughout   the   year  of   sight-singing. 
Practice  in  recognizing  phrase  gronj)s.  as  well  as  i'hras<^s,      (2) 


40  Curriculum  of  Horace  Mann  Elementary  School 

Study  of  chords.  The  observation  of  tones  sounded  together. 
More  systematic  practice  of  part  singing.  The  discovery  of  the 
principal  chords,  their  inversions  and  how  they  succeed  each 
other;  practice  in  learning  to  recognize  and  name  them.  The 
work  under  this  head  is  divided  into  several  periods.  (3)  Learn- 
ing the  key  groups.  Observing  the  change  of  keys  that  takes 
place  in  many  tunes.  Classifying  these  changes  and  learning  the 
chromatic  marks  that  indicate  each  change.  (4)  Speed  work 
in  naming  degrees  of  staff  and  relating  scale  names  to  them  in 
different  keys. 

Song  Material 

The  Song  Treasury  is  used  for  general  assembly  singing.  A 
list  of  the  collections  used  is  given  below,  followed  by  a  partial 
list  of  the  songs  which  have  proved  most  effective.  The  choice 
of  song  material,  especially  in  the  earlier  grades,  grows  out  of 
the  seasonal  changes  of  the  year,  special  programs,  and  the  re- 
curring festivals,  such  as  Thanksgiving,  Christmas,  and  May  Day. 

The  list  of  songs  following  the  collections  is  classified  in  three 
divisions :  A,  B,  and  C.  A  indicates  short,  easy  songs  of  small 
range,  suitable  for  Grades  I  and  II ;  B,  longer  or  more  difficult 
songs  suitable  for  Grades  III  and  IV ;  C,  songs  still  more  difficult 
or  of  still  wider  range,  suitable  for  Grades  V  to  VII.  The  page 
numbers  are  given  and,  in  a  few  cases,  changes  in  key  or  words 
are  suggested. 

SONG   COLLECTIONS 

Song  Treasury.     Harriet  G.  Cartwright.     Macmillan. 

Grammar  School  Songs.     C.  H.  Farnsworth.     Scribner's. 

Folk  Songs,  Chanteys  and  Singing  Games.     Farnsworth  and  Sharp. 

H.  G.  Gray. 
Songs  of  the  British  Isles.    W.  H.  Hadow.     Novello. 
The  Children's  Messiah.     Marie  Ruef  Hofer.     Clayton  F.  Summy. 
Nature  Songs  for  Children.     Fanny  Knowlton.     Milton  Bradley. 
Art  Song  Cycles — Part  I.     ^vIiessner.     Silver  Burdett. 
Song  Year  Book.     Hei^en  Place.     Silver  Burdett. 
S.mall  Songs  for  Small  Singers.     W.  H.  Neidlinger.     G.  Schirmer. 
Songs  and  Games  for  Little  Ones.    Walker  and  Jenks.    Oliver  Ditson. 
Mother  Goose  Set  to  Music.    J.  W.  Elliott.     McLaughlin  and  Co. 
Seven  Little  Songs.     Grant-Schaefer.     Clayton  F.  Summy. 
Forty-Five  Rounds  and  Carols.     Sara  L.  Dunning.     G.  Schirmer. 


Music 


41 


Thirty-Six  Songs  for  Children.     Gran't-Schai:fi:r.     C.  C.  Birchard. 

Songs  of  Life  and  Nature.     Eleanor  S.mith.     Silver  Burdctt. 

Songs    for    Little   Children.     Parts     I-II.       Eleanor     S.mith.       Milton 

Bradley. 
The  Song  Primer  (Teachers'  Book).     Alys  E.  Bentley.    A.  S.  Barnes. 
Songs  of  the  Child  World — Xos.  I  and  II.     Riley  and  Gaynor.     John 

Church  Co. 
Play  Songs   (from  the  Song  Series).     Alys  E.  Bentley.     A.  S.  Barnes. 
Songs  of  a  Little  Child's  Day.     Poulsson  and  Smith.     Milton  Bradley. 

r  Students'  Edition  \ 

Junior  Laurel  Songs]  Teachers'  Edition  [- C.  C.  Birchard   (Boston). 

^  with  accompaniments   ' 
Education  Music  Course.    Teachers'  Edition.    Ginn. 
Song  Echoes  from  Child  Land.    Jenks  and  Rust.     Oliver  Ditson. 
Stevenson  Song  Book.     G.  Schirmer. 


SONGS  FOR  LITTLE  CHIL- 
DREN 
Eleanor   Smith 

Part    I.     A 

Morning  Prayer,  2. 

The   Morning   Sun   is    Shining,   7. 

All  the  Birds  Have  Come  Again, 
20. 

Good-Bye  to  Summer.  22. 

When  the  Snow  is  on  the  Ground, 
28.      (Alother  Goose.) 

The  North  Wind  Doth  Blow,  30. 
(Mother  Goose.) 

Little   Boy  Blue,   102. 

Twinkle,  Twinkle,  Little  Star,  97. 

Sleep,  Baby,  Sleep,  96. 

I  Love  Little  Pussy,  92.     (Mother 
Goose.) 

Rain   Song,  88. 

We  are  Little  Soldier  Men,  68. 

Do  tiie  Little  Brown  Twigs  Com- 
plain, 26. 

The   Autumn    Leaves   are   Crying, 
24- 

Part  II.     B. 

Harvest  Song,  22. 

The  Chipmunks,  55. 

Daffy-down-dilly,  82. 

Flag  Song,  112. 


THE    SONG    PRIMER 

Bentley 

(Teachers'  Book) 

A 

Santa  Claus,  28. 

The  Golden-rod,  24. 

Jack  Frost,  38. 

In  a  Hickory  Nut,  34. 

He  Prayeth  Best,  56. 

Soldier  Boys,  25. 

Dancing  Song,  23- 

The  Clock,  21. 

The  Rain,  18. 

The  Hurdy  Gurdy,  19. 

Cradle   Song,   16. 

The  Echo,  24. 

The  Fiddle,  33. 

The  Wind,  3^. 

Dance  of  the  Fairies,  40. 

Day  and  Night,  43. 

Nature's  Good-night,  50. 

MOTHER   GOOSE   SET   TO 
MUSIC 
Elliott 

A 

The  North  Wind   Doth   Blow,  47 
The  King  of  France,  37. 
Hey,  Diddle,  Diddle,  50. 


42  Curriculum  of  Horace  Mann  Elementary  School 


Nineteen  Birds,  lo. 
Pussy-Cat,  Pussy-Cat,  9. 
Dickory,  Dickory,  Dock,  7. 
Little  Jack  Horner,  22. 
A,  B,  C,  Tumble  Down  D,  25. 
Sing  a  Song  of  Sixpence,  32. 

bONGS  OF  THE  CHILD 
WORLD 
Gaynor 
A 
Snow  Flakes,  71. 
Tracks  in  the  Snow,  69. 
The  Leaves'  Party,  64. 
Farewell  to  the  Bride,  66. 
Jack  Frost,  68. 
The  Sailor,  50. 
Little   Yellow   Dandelion    (Pussy 

Willow),  79. 
Robin  Red-Breast,  73. 
Marching  Song,  32. 
Rub-a-dub-dub,  32. 
We  March  Like  Soldiers,  34. 
The  Happy  Lambkins,  18. 
The  Song  of  the  Shearer,  19. 
The  Little  Shoemaker,  17.  Higher. 
The  Song  of  Iron,  14. 
Blowing  Bubbles,  47. 
Pit-a-Pat.  46. 
My  Shadow,  62.     Higher. 

SONGS  OF  A  LITTLE 
CHILD'S  DAY 

POULSSON  AND   SmITH 

A 

The  Bold  Snow-Man,  28. 
The  Weather  Vane,  38. 
Phims  in  Winter,  94. 
In  the  Bethlehem  Stable,  91. 

EDUCATION  MUSIC  COURSE 
(Teachers'  Edition) 
A 
Leaves  at  Play,  63. 
Autumn,  70. 


Thanksgiving  Song,  72. 

Autumn  Winds,  147. 

October,  38. 

Indian  Summer,  16. 

Snow,  83.     G. 

Coasting,  84. 

Sleeping  Snow-drops,  83.  E-minor. 

Spring  is  Coming,  106. 

Pussy  Willow,  106. 

Days  of  Spring,  121, 

Pretty  Pigeon,  114. 

Morning  Song,  23. 

Morning,   123.     Bb. 

O,  Tiny  Boat,  138. 

Flag  of  Our  Nation,  100. 

The  Songbird's  Farewell,  166. 

THIRTY-SIX  SONGS  FOR 
CHILDREN 

Grant-Schaefek 
A 
The  Little  Elf,  i. 
Boat  Song,  4. 
The  Old  Kitchen  Clock,  5. 
Shadow  March,  6. 
Happy  Thought,  9. 
Foreign  Children,  19. 
Dandelions,  20. 
Wah-wah-taysee,  27. 
Bumble  Bees,  28. 
A  Thought,  29. 

PLAY  SONGS  FROM  THE 
SONG  SERIES 

Bentley 


The  Bells,  i. 
The  Wind,  2. 
Butterflies  are  Flying,  4. 
The  Windmill,  5. 
Soldier  Song,  7. 
The  Kangaroo,  10. 
Indians,  11. 
Tlie  Frog,  13. 


Music 


43 


The  Ball,  19. 

Who  Are  You?  20. 

The  Squirrel,  40. 

Winter  Song,  46. 

Thanksgiving  Day,  48. 

Morning  Greeting,  51. 

The  Waves,  56. 

Good  Morning,  60. 

Jack  O'Lantern,  64.  (This  book 
also  contains  a  large  number  of 
songs  from  The  Song  Primer.) 

THE  CHILDREN'S  MESSIAH 

HOFER 
A 

Cradle  Hymn,  25. 

See  Amid  the  Winter's  Snow,  22. 

The  Christmas  Tree,  10. 

SMALL   SONGS   FOR   SMALL 
SINGERS 

Neidlinger 

A 

Snow-flakes,  29. 

Mr.  Duck  and  Mr.  Turkey,  32. 

Mr.   Squirrel,  38. 

Jack  Frost,  46. 

The  Bluebird,  30. 

Little  Yellowhcad,  53. 

Mr.   I'ri'O;,  j8.     D  preferable. 

The  Windy  Day,  50. 

The  Caterpillar,   18. 

'ri;e  Tin   SoUliers,  31.     D. 

Tiddlcly  Winks,  10.     D. 

The   Bunny,  13, 

The  Chicken,  5. 

The   .'-^et.'-.'-^aw",    10.      Kb. 

Fallinji  Leaves,   12. 

The  Whale,  6. 

Tlic  Rolv'n'^   Soncr.   17. 

The  Wise   01<1   Owl,  20. 

Our  Flap,  34. 

Polly.  33. 


The  Kettle,  39. 
The  Spider,  40. 
Little    Birdie,  43. 
Bubbles,  52. 
Tick,  Tock,  54. 

SONGS   AND   GAMES   FOR 

LITTLE  ONES 

Walker  and  Jenk 

A 

Grasshopper  Green,  39.    E. 
Over  the   Bare   Hills   Far  Away, 

32.    E. 
The  Bluebird,  29. 
All  the  Birds  Have  Come  Again, 

27. 
Canst  Thou  Count  the  Stars?  14. 
Morning  Hymn,  7.     Bb. 
Boat  Song,  43. 
Come,  Little  Leaves,  Bb. 
Where  do  all  the  Daisies  Go?  47. 
Winter  Jewels,  54. 
The  Little  New  Year,  55.    A. 
The  First  Christmas,  60.     Eb. 
Shine   Out,   Oh   Blessed    Star,   63. 
Good-Morning   Song,   60. 
Five    Little    Chickadees,    85. 
My  Pigeon-House,  86. 

NATURE  SONGS  FOR  CHIL- 
DREN 

K  NOW  LTD  X 

A 

Snowballs.  63.    Makes  g(-io(i  game. 

Patriotic   Hymn,   102. 

Aupu-t.    18. 

The  Call  of  the  Crow,  40. 

Dandelion.   ;]2. 

The  Dandelion,  Cycle.  30. 

Kite  Tinu'.  ~<'. 

The    r.^-'n!an.   5^. 

The  Sri-Mifs  Grinder.  60. 

Feeding  the  Chickens,  50. 


44 


Curriculum  of  Horace  Mann  Elementary  School 


SONGS  OF  THE  CHILD 

WORLD 

Gaynor 

B 

Christmas  Carol,  29. 

Sleighing  Song,  70. 

Harvest   of    Squirrel   and   Honey 

Bee,  65. 
Thanksgiving  Song,  67. 
The  Tulips,  82. 
Our  Flag,  30. 
Spinning  the  Yarn,  20. 
Grandma's  Knitting  Song,  22. 
The  Black-Smith,  16. 

SONGS  OF  LIFE  AND 

NATURE 

Eleanor  Smith 

B 

Fairy  Folk,  136.     Stanzas  i  and  2. 

Maypole  Dance,  28. 

SONG  ECHOES  FROM  CHILD 

LAND 

Jenks  and  Rust 

B 

Santa  Claus,  62. 

SONGS  FOR  LITTLE  CHIL- 
DREN 

Part  II 

Eleanor  Smith 
B 
Thanksgiving   Song,   23. 
Spin,  Lassie,  Spin,  16. 

ART  SONG  CYCLES 
Miessner — Bk.  I 
B 
Toucliing,   II. 
Granddaddy  Longlegs,  36. 
In   Germany,  41. 


THE  SONG  PRIMER 
Bentley 
(Teachers'  Book) 
B 
The  Leaflets,  46. 
The  Shepherd  Moon,  51.     Eb. 
A  Pretty  Passenger,  44. 
Once  I  Got  Into  a  Boat,  45. 
The  Train,  15. 
The  See-Saw,  20. 
The  Sea  Shell,  17. 
Wing  Foo,  22. 
The  Butterfly,  26. 

SEVEN  LITTLE  SONGS 
Grant-Schaefer 
B 
Spinning  Song,  4. 
Slumber  Song,  12. 

STEVENSON   SONG  BOOK 
B 

The  Sviring,  3. 
The  Wind,  59. 
Windy  Nights,  109. 
Singing,   39. 

MOTHER   GOOSE   SET  TO 

MUSIC 

Elliott 
B 
When  Snow  is  on  the  Ground,  42. 
I  Love  Little  Pussy,  51. 
Ding,  Dong,  Bell,  8. 
Jack  and  Jill,  2. 
Little  Bo-peep,  4. 
Lullaby,  76. 
Humpty   Dumpty,  30. 

EDUCATION  MUSIC  COURSE 

Teachers'  Edition 

B 

Where  Do  All  the  Daisies  Go?  20. 

Thanksgiving   Day,   40.      (Words 

difficult.) 


Music 


45 


May-Day  Song,  47. 
In   Shadowtown,   144. 
Fancies,   131. 
The  Flag  We  Love,  36. 
A  Christmas  Song,  163. 
The   Passing   Soldiers,    171. 

NATURE  SOXGS  FOR  CHIL- 
DREN 

KXOWLTON 

B 

January,  6. 

Little  Hickory  Nut,  78. 

What  Robin  Told,  38. 

R(illickini:;  Rv)bin,  48.    (Sing  upper 

Rb  each  time.) 
In  the  Tree-top,  94. 

SOXGS  OF  THE  CHILD 
WORLD 

RiLKV    AM)    GaVXOR 

Xo.    II 
B 

Autumn.   10. 

The   Weather   Vane,    18. 

Cat-Tail-;.   _'_'. 

The   Sweet   Pea   Ladies,  30. 

Poppirs.    _'9. 

Lullaby,    41. 

Christmas  Carol,  61. 

The    First    Thanksgiving,   67. 

The  Top,  108. 

SOXGS    OF    THb:    BRITISH 
ISLAXDS 

Ha  DOW 
B  and  C 
Rule,   Piritamiia,  9J. 
Cnder  the  Greenwood  Tree,  66. 
X'ow  is  the  Month  of  Maying,  no. 
Maypole    Dance.      (Come,    Lassie 

and   Lad),  74. 
Heart  of  Oak,  6^. 


The  Spring  is  Coming,  60. 
The  Harp  That  Once,  43. 
The  Maypole,  78. 
Drink    to    Me    Only    with    Thine 

Eyes,  52. 
All  Through  the  Night,  44. 
The  Keel  Row,  25. 
Golden  Slumbers,  21. 
The  Jolly  Miller,  16. 
The  Hunt  is  Up,  2. 
God  Save  the  King,  i. 

THE  CHILDREX'S   MESSIAH 

HOFER 

B  and  C 
Carol,   Brothers,   Carol,  4. 
Christmas  Day  in  the  Morning,  7. 
Christmas  Eve,  16. 
Three  Kings  of  Orient,  26. 
What  Child  is  This?  28. 
O,  Holy  Xight,  30. 
Silent  Xight,  33. 

SOXGS  OF  LIFE  AXD 
NATURE 

ElF.AXOR     S.MITII 

c 

Pussy   Willow's    .Secret,    16. 

Snowwhite,    138. 

Ring  Out,  Wild  Bells,  11. 

The  Fir-Tree,  164. 

King  Richard,  Lion-heart,  87. 

Harvest  Song,  35. 

SOXG   YEAR    BOOK 
Hki.f.n    Place 
C 
September,  9. 
October,    19. 
Tlic  I-"ir-Tree.  28. 
Christmas    Eve,   38. 
Sunlikdit  in  Winter,  58. 
Courage.  40. 


46  Curriculum  of  Horace  Mann  Elementary  School 


JUNIOR  LAUREL  SONGS 

C.    C.    BlRCHARD 


(One  Voice,  Students'  Edition) 
Deck  the  Hall,  6. 
Cornish  May  Song,  7. 
Miller  of  Tracade,  9. 
On   the  Mountain   Heights,   12. 
The  Poet,  16. 
Auld  Lang  Syne,  16. 
Maypole  Dance,  19. 
Welcome,    Sweet    Springtime,   22. 
A  Cuckoo  Call    (Round),  25. 
Morris  Dance,  36. 
Bohemian  National  Hymn,  53. 
"  When  the  Frost  is  on  the  Pump- 
kin," 71- 
Indian  Song,  88. 
Comin'  Thro'  the  Rye,    115. 


Two  Voices 

Shepherd  Song,  4. 

Oh  I  Susanna,  13. 

Boosting  Song,  17. 

Our  Native  Song,  21. 

Juanita,  22. 

Home,  Sweet  Home,  26. 

Poland  Fair,  27. 

The  Seasons,  28. 

The  Country  Pedlar,  29. 

Robin  Hood,  31. 

On  the  Sing,  32. 

O'er  the  Silv'ry  Bay,  32. 

My  Bonnie,  57. 

Laughing  Song,  66. 

Camp  Fire  Song,  83. 

The  Boy  Scouts,  83. 

The  Rising  of  the  Lark,  103. 


ADDITIONAL   SONGS   UNCLASSIFIED 

Bold  Pedlar  and  Robin  Hood Novello 

Come  Lasses  and  Lads 

Dabbling  in  the  Dew 

Dakota   Indian   Song Birchard 

Dance   Song   from  Jutland 

Frog  and  the  Mouse,  The Novello 

Irish    Lullaby Birchard 

Jasmine    Flower 

Keeper,    The Novello 

Keys  of  Canterbury,  The 

Looby    Light ' 

Lord   Rcndal    ' 

Mowing  the  Barley 

My  Man,  John 

Mosquito    Serenade Birchard 

Now  is  the  Month  ot  Maying 

Oh    No,    John Novello 

O,   Sally,   My  Dear 

Roman   Soldiers,   The 

Tailor  and   the  Mouse Birchard 


Music  47 

Tree  in  the  Wood,  The Novello 

There   Come  Three   Dukes   a-Riding " 

Tic-e-tic-e-toc    Birchard 

When  I  was  a  School  Girl Novello 

Wraggle  Taggle  Gypsies,  The " 

The  Birchard  Songs  are  all  published  in  "  too  Folk  Songs,"  edited  by  C.  C.  Birch- 
ard,  Boston,  Mass. 

The  Novello  Songs  may  be  purchased  in  different  forms.  They  are  handled  by 
the  H.  W.  Gray  Company,  2  West  4Sth  Street,  New  York  City. 


ENGLISH 

The  study  of  English  naturally  occupies- an  important  place 
in  the  school  program.  Regarding  it  as  the  most  efficient  means 
of  culture  at  our  command,  we  make  it  the  "  core,"  as  Dr.  Nich- 
olas Murray  Butler  styles  it,  of  our  curriculum,  devoting  more 
time  to  it  than  to  any  other  subject,  and  considering  it  the  chief 
standard  for  measuring  the  progress  and  ability  of  our  pupils. 

Our  aim  is  the  obvious  one — to  train  the  children  to  use  their 
mother-tongue  more  effectively  in  speaking  and  writing,  and  to 
gain  some  knowledge  and  appreciation  of  its  literature.  In 
school-room  practice  the  subject  groups  itself  as  follows: 

1.  Reading  and  Literature 

2.  Composition,  Language,  and  Grammar 

3.  Spelling 

READING  AND  LITERATURE 

The  first  division,  Reading  and  Literature,  includes  the 
work  incident  to  the  mechanical  mastery  of  the  printed  page, 
practice  in  the  art  of  oral  and  of  silent  reading,  and  the  study  of 
such  selections  from  literature  as  have  been  judged  appropriate 
to  the  various  grades. 

The  details  of  the  work  involved  in  gaining  the  mechanical 
mastery  of  the  printed  page  referred  to  above  are  too  well  known 
to  need  explanation  here.  The  books  that  have  been  found  best 
suited  to  the  purpose  are  mentioned  in  the  outline  that  follows. 

In  the  second  phase  of  the  work  in  Reading  and  Literature 
which,  for  want  of  a  better  title,  is  called  practice  in  the  art 
of  ctral  and  of  silent  reading,  the  oral  recitation  is  directed 
towards  bringing  about  a  free,  simple,  natural  style  of  reading 
with  clear,  distinct  enunciation  and  well-modulated,  agreeable 
tones.  For  this  practice  reading  books  which  are  graded  a  year 
below  the  designated  grade  are  used.  This  arrangement  places 
in  the  child's  hands  a  text  that  offers  few  technical  difficulties 
and  thus  enables  him  to  give  his  undivided  attention  to  the  prob- 
lem of  oral  expression. 

48 


English  49 

Beginning  with  the  third  grade,  an  increasing  amount  of  time 
is  given  to  silent  reading.  The  ohject  of  this  work  is  not  only 
to  cultivate  the  power  to  grasp  the  thought,  which  may  be  a 
main  purpose  in  oral  reading  as  well,  but  to  develoj)  speed.  To 
gain  this  end  various  devices  are  resorted  to.  For  instance,  the 
children  keep  count  of  the  number  of  words  they  can  read  in  a 
miiuite  and  try  to  "  beat  "  their  own  record.  Throughout  this 
work,  though  the  emphasis  may  be  on  speed,  thought-getting  is 
constantly  tested.  The  text  books  in  the  various  subjects  of  the 
grade  as  well  as  the  reading  book  furnish  abundant  material 
for  silent  reading. 

The  third  phase  of  work  in  the  course  in  Reading  and  Litera- 
ture consists  in  the  study  of  the  masterpieces  of  English  prose 
and  verse  that  have  been  selected  for  the  year.  In  the  lower 
grades,  where  the  children  can  do  little  reading  themselves,  the 
work  is  done  principally  by  means  of  stories  told  by  the  teacher. 
As  the  child's  ability  to  read  grows,  these  stories  naturally 
diminish  in  number,  but  this  type  of  work  is  found  so  valuable 
that  it  is  made  use  of  even  in  the  upper  grammar  grades.  How 
varied  the  stories  are  in  scope  and  character  may  be  gathered 
from  the  outlines  that  follow.  These  lists  are,  of  course,  sug- 
gestive rather  than  fixed.  Each  teacher  varies  her  stories  from 
year  to  year,  being  guided  in  her  selection  by  the  particular  needs 
of  her  class,  or  by  some  specific  ])urpose  that  she  may  have  in 
mind. 

The  literature  that  is  placed  in  the  children's  hands  is  selected 
on  much  the  same  principle ;  the  needs  and  interests  of  the 
child,  his  ability,  other  subject  matter  of  the  grade,  and  the 
plans  and  purposes  of  the  school  in  general,  all  enter  as  factors. 
As  great  a  variety  as  is  consistent  with  the  controlling  niotives 
is  introduced.  The  treatment  naturally  varies  with  the  character 
of  the  selection  and  with  the  motive  of  its  introduction.  Long 
stories,  such  as  "  Heidi  "  and  "  Treasure  Island."  are  read  rapidly 
for  their  plot  and  their  jiictures.  other  shorter  selections  such  as 
"  Rip  \'an  Winkle,"  "  The  Legend  of  Slccj)y  Hollow,"  and 
Longfellow's  "  King  Robert  of  Sicily,"  for  careful  character 
study:  still  others  primarily  for  their  hunmr,  while  others,  espe- 
cially poems,  arc  studied  for  their  nnisic,  their  pictures,  and 
their  power  to  inspire. 


50  Curriculum  of  Horace  Mann  Elementary  School 

Certain  favorite  selections  are  memorized  in  each  grade.  This 
list,  too,  varies  with  the  class,  with  individual  preferences,  and 
with  the  teacher's  purpose.  Each  grade,  however,  holds  itself 
responsible  for  committing  to  memory  a  number  of  the  finest 
selections  on  its  list.  These  are  reviewed  from  year  to  year 
and  new  ones  are  added  that  the  children  may  have  gradually 
stored  in  their  minds  some  of  the  treasures  that  are  their  English 
birthright. 

COMPOSITION 

The  second  of  the  groups  into  which  the  English  work  of  the 
school  naturally  divides  itself  is  Composition.  The  term  as 
here  used  is  a  broad  one,  embracing  oral  and  written  reproduc- 
tions in  the  form  of  riddles,  jokes,  anecdotes,  stories,  descrip- 
tions, topical  recitations  in  history,  geography,  nature-study  and 
other  subjects  of  the  grade,  as  well  as  original  oral  and  written 
work  along  lines  that  appeal  to  the  interests  of  the  child,  simple 
dramatization,  and  the  writing  of  occasional  verse.  Acting  on 
the  principle  that  children  learn  their  mother-tongue  by  imita- 
tion, the  best  models  possible  are  placed  before  them  both  for 
conscious  and  unconscious  imitation.  In  the  lower  grades  the 
m.odels  are  usually  stories  told  by  the  teacher.  This  does  not 
mean  that  all  of  the  teacher's  stories  are  reproduced ;  only  the 
shorter,  simpler  ones  are  used  for  this  purpose.  These  are 
found  most  effective  models,  the  child  reproducing  unconsciously 
the  vocabulary,  the  expression,  even  the  enunciation  that  he  has 
heard.  In  the  higher  grades  the  style  of  an  author  is  frequently 
studied  and  deliberately  imitated  by  the  pupils  either  orally  or 
in  writing.  This  does  not  imply  a  slavish  imitation,  one  that 
curbs  the  child's  spontaneity  and  encourages  him  to  express 
himself  in  an  unnatural,  stilted  style.  It  means  rather  a  study 
of  the  idea  embodied  in  the  model  and  of  the  author's  skill  in 
presenting  this  idea,  followed  by  the  application  of  the  author's 
methods  to  some  experience  of  the  child's  own.  For  instance, 
in  describing  his  first  fishing  excursion,  Whittier  dilates  upon 
the  pleasure  he  experienced  when  he  received  his  first  fishing- 
rod,  next  he  dwells  upon  the  delights  of  the  walk  over  field  and 
meadow  to  the  trout-brook,  then  he  describes  his  sensations  at 
the  catching  of  the  first  big  fish  and  at  its  loss  as  it  slipped  from 


English  51 

the  hook  at  the  moment  of  landing,  and  finally  he  pictures  his 
effort  to  overcome  his  disappointment  and  to  persevere  until  he 
met  with  success. 

In  using  this  story  as  a  model  for  imitation,  the  children  may 
describe  their  first  skating  experience,  or  their  first  attempt  at 
swimming,  or  at  horse-back  riding,  following  the  general  plan 
of  the  model,  that  is,  dividing  their  story  into  scenes  corre- 
sponding in  character  to  those  of  the  story  imitated.  They  may 
also  adopt  the  author's  scheme  of  beginning  with  a  sentence  that 
provokes  interest,  his  method  of  leading  up  to  a  climax,  and 
even  such  of  his  words  and  phrases  as  please  them. 

In  the  first  three  years  most  of  the  composition  is  oral.  In 
addition  to  the  retelling  of  stories,  the  children  are  encouraged 
to  talk  freely  about  the  things  in  and  out  of  school  that  interest 
them.  They  bring  their  pets  to  the  class-room,  birds,  rabbits, 
gold-fish,  turtles,  and  tell  their  classmates  how  they  care  for  the 
little  creatures,  and  describe  their  habits  and  cunning  tricks. 
They  bring  unusual  toys  and  explain  their  mechanism,  they  tell 
of  visits  to  the  farm,  the  park,  the  museum,  and  to  other  places 
of  interest.  The  object  of  the  work  is  primarily  to  develop  the 
child's  power  of  expression,  but  it  also  gives  opportunity  for 
some  training  in  orderly  arrangement  and  sequence. 

In  the  upper  grades  oral  reproductions  in  the  form  of  stories, 
anecdotes,  and  topical  recitations  in  the  various  subjects  of  the 
grade  ])lay  an  important  part.  Here.  too.  free  expression  is 
encouraged ;  current  topics  are  discussed,  questions  pertaining 
to  individual,  class,  school,  or  civic  honor  and  loyalty  arc  talked 
over,  debates  are  held,  and  individual  experiences  arc  related. 

Written  work  is  begvm  tcnvard  the  close  of  the  first  vcar.  In 
thi>  Ljradc  and  in  the  >econd.  the  written  CdiTijMxinoii  j^  usuallv 
class  or  coi'^perative  work,  as  onlv  bv  this  method  can  the  forma- 
tion of  b;ul  hal)its  of  spelling  and  i)unctuation  be  avoided.  (As 
an  example  of  this  kind  oi  work  see  the  lesson  on  "  A  Riddle  " 
und'.'r  the  C'oin]>ositioii  Outline  tor  the  second  grade.)  lA-en  in 
the  third  grade  little  indixidual  written-work  ot  an  original  char- 
acter is  exjK'Cted,  and  that  only  alter  such  care  ml  oral  prejiara- 
tion  that  there  is  no  excuse   for  technical  errors. 

In  order  tb.at  written  composition  may  not  he  a  bugbear,  topics 


52  Curriculinn  of  Horace  Mann  Elementary  School 

are  chosen  in  which  the  children  are  interested  and  about  which 
they  have  an  abundance  to  say;  and  sufficient  preparation  is 
made  orally  to  clarify  their  thoughts,  to  teach  them  to  organize 
their  material  and  to  give  them  confidence  in  their  power  of  self- 
expression.  On  the  other  hand  topics  are  avoided  on  which 
there  is  so  much  to  say  that  a  long  theme  is  necessary.  In  fact, 
the  subjects  assigned  are  generally  so  limited  in  scope  that  they 
demand  very  brief  treatment.  Throughout  the  school  short  and 
frequent  written  exercises  are  the  rule.  Even  in  the  upper 
grammar  grades  it  is  seldom  that  a  theme  more  than  a  page  in 
length  is  required.  This,  of  course,  debars  such  topics  as  "  Joan 
of  Arc,"  or  "  My  Summer  in  Camp  "  and  substitutes  something 
more  restricted  as  "  Joan  of  Arc's  Childhood,"  "  Joan's  Visions," 
"  A  Rainy  Day  in  Camp,"  or  "  An  Exciting  Camp  Experience." 
By  thus  limiting  the  length  of  the  theme,  we  rob  composition 
work  of  its  most  dreaded  feature,  its  mechanical  laboriousness. 
Given  an  interesting  topic  on  which  he  feels  himself  competent 
to  write,  and  one  that  does  not  necessitate  a  tiresome  amount 
of  mechanical  effort,  the  child  goes  at  his  task  with  confidence 
and  pleasure. 

LANGUAGE  AND  GRAMMAR 

The  course  in  English  includes  also  technical  work  in  language 
and  such  facts  and  principles  of  grammar  as  contribute  to  the 
work  in  literature  and  composition.  As  a  matter  of  economy 
the  ordinary  rules  of  capitalization  and  punctuation  are  taught 
in  the  lower  grades,  while  the  work  in  formal  grammar  is  left 
for  the  last  year  of  the  elementary  course,  the  sixth  grade.  This 
work  is  so  systematized  that  each  grade  holds  itself  responsible 
for  certain  technical  points  in  language  as  definitely  as  it  holds 
itself  responsible  for  prescribed  arithmetical  facts. 

SPELLING 

Much  thought  and  attention  has  been  given  of  late  to  the 
subject  of  spelling.  Tests  made  in  the  various  grades  seem  to 
prove  without  a  doubt  that  better  results  are  obtained  when  the 
lesson  is  taught  in  school  than  when  the  child  studies  it  at  home. 
These  tests  also  establish  the   fact  that  there  is  great  economy 


English  53 

of  time  in  the  former  method.  By  means  of  the  close  concen- 
tration that  the  teacher  demands  as  much  is  accompHshed  in 
ten  minutes  of  class-study  as  the  child,  left  to  his  own  devices, 
accomplishes  in  double  that  time.  As  a  result  of  this  investiga- 
tion, spelling  throughout  the  grades  is  taught  in  the  class  room, 
the  period  being  given  in  part  to  the  teaching  of  the  lesson,  and 
in  part  to  the  testing  of  the  work.  The  words  to  be  taught  have 
been  selected  with  great  care.  About  two  thousand  words  are 
considered  the  basal  vocabulary  for  the  first  eight  grades,  and 
they  are  taught  in  accordance  with  the  following  general  direc- 
tions : 

Steps  in  Teaching  Spelling 

Write  one  of  the  new  words  on  the  blackboard  and  teach  it  in  accord- 
ance with  the  following  plan.  Then  erase  it  and  write  the  next  word, 
teaching  it  in  the  same  way.     Continue  in  this  way  throughout  the  list. 

(a)  While  writing  the  word,  pronounce  it  distinctly. 

(b)  Develop  the  meaning  orally  either  by  calling  for  a  sentence  using 

the  word  or  by  giving  its  definition. 

(c)  Divide  the  word   into   syllables.     Call  on   pupils   to   si)ell   orally   by 

syllables.  Have  them  indicate  what  part  of  the  word  presents 
difficulties,  or  whether  the  word  contains  parts  they  already  know. 

(d)  Have  pupils  write  the  word  on  practice  paper  several  times,  spell- 

ing it  softly  as  they  write. 

(e)  Allow  the  class  a  moment  in  which  to  look  at  the  word  again,  and 

tlien  have  them  close  their  eyes  and  try  to  visualize  it.  or  use 
any  other  device  of  a  similar  nature.  Have  considerable  repeti- 
tion, both  oral  and  written. 

After  the  new  words  of  the  day's  lesson  have  been  studied  in  this  way, 
write  on  the  blackboard  the  new  words  and  several  review  words.  Allow 
the  class  three  or  four  minutes  for  studying  independently  the  whole  list, 
suggesting  that  each  pupil  emphasize  the  words  lie  thinks  nio-t  dinicult. 
This  time  should  be  limited  so  that  every  pupil  will  attend  \-igorously 
and  intensively.  Call  upon  puj)ils  individually  and  in  concert  {n  ipcll  the 
whole  list  without  looking  at  the  board.  Refer  them  to  the  hoard  again 
when  they  hesitate. 

Erase  all  words  from  the  blackboard  and  dictate  to  the  cla--.  UMiig  each 
word  in  a  sentence  first,  then  pronouncing  it  di-tinclly  al"!it'. 

Gcurral  Rccwnnirndatiiins 

I.  Teach  intensively  tzi'.i  new  words  in  Gra'!c^  II  r.:;fl  III.  and  tl-.rrc 
in  Grades   IV.  \',   \'I.     .'\dd  four  or  jlz'r   review   worl-   to   ron-^titr.te   the 


54  Curriculum  of  Horace  Mann  Elementary  School 

combined  list  of  words  for  the  day's  lesson.  In  their  independent  study 
of  this  combined  list,  encourage  pupils  to  use  the  Horace  Mann  method 
of  study,  emphasizing  those  of  greatest  difhculty. 

2.  Have  each  pupil  keep  an  alphabetical  list  of  troublesome  individual 
words,  and  see  that  he  reviews  this  frequently.  Occasionally  test  him  on 
this  list. 

3.  The  teachers  should  form  a  class  list  of  troublesome  words  and 
have  a  review  lesson  (with  class  drill)  on  these  words  about  once  a 
week. 

4.  About  every  three  weeks  there  should  be  a  general  review  of  all 
words  taught.  Some  form  of  competition  is  desirable,  such  as  spelling 
matches  or  team  contests,  with  permanent  records  kept  of  team  results. 

5.  Beginning  with  Grade  IV  the  habit  of  going  to  the  dictionary  for  the 
spelling  of  a  word  should  be  started,  and  appropriate  class  exercises  in 
the  use  of  the  dictionary  should  be  systematically  given. 

6.  An  important  duty  of  the  teacher  is  to  develop  a  spelling  conscious- 
ness. This  may  be  done  by  making  a  pupil  feel  that  he  should  always 
look  over  any  written  work  to  discover  spelling  errors,  and  that  he  should 
find  out  the  spelling  of  a  doubtful  word  from  the  dictionary  or  from  some 
person  before  attempting  to  write  it. 

7.  Do  not  waste  time  during  the  spelling  period  in  developing  the 
definition  of  a  word  that  is  fairly  well  understood  by  the  class.  The 
contextual  use  of  the  word  in  a  variety  of  sentences  is  a  good  and  brief 
method  of  teaching  its  meaning.  The  class  period  should  give  a  large 
amount  of  varied  drill  in  the  actual  spelling  of  the  new  words  of  the 
lesson. 

8.  The  emphasis  with  younger  children  should  be  upon  an  auditory 
method  of  drill  and  with  older  children  upon  a  visual  method,  but  no 
single  method  should  be  used  exclusively.  The  pupil  should  see,  hear, 
pronounce,  and  zirite. 

9.  Remember  that  repetition  should  be  accompanied  by  attention,  and 
that  motivation  lessens  the  need  of  repetition;  hence  the  folly  of  requir- 
ing  pupils    "  to    write   a    word    twenty-five   times." 

10.  It  is  advisable  to  teach  short  groups  of  words  in  their  natural 
relations. 

too  cold  there  is 

to   school  all  right 

two  boys  once  again 

This    is   true   particularly   of   homonyms. 

11.  Avoid  calling  attention  unnecessarily  to  the  wrong  form;  for  ex- 
ample,  never   say,   "What  wrong   letter  might  be   used   in   separate?" 

12.  In  the  conduct  of  spelling  matches  avoid  the  danger  (a)  of  giving 
the  poor  spellers  the  least  drill,  and  (b)  of  having  incorrect  spellings 
repeated  too  often. 


English 


55 


Blaisdell 


OUTLINE  OF  WORK  IX  READING  AND  LITERATURE 
FIRST  GRADE 

Reading  Material 

Primer  I'Vee  and  Trcadwell 

First  Reader  i'Vee  and  Trcadwell 

First  Reader  Edson-Laing 

Story  Hour  Reader,  First  Header  Coe  and  Christie 
Child-Lore   Dramatic  Reader         Bryce 
Tommy  Tinker's  Book 
Twilight  Town 
Caldecott  Picture  Book 
Mother  Goose 

Poems  Studied 

*Bed  in  Summer 

Windy  Nights 

What  Does  Little  Birdie  Say 

Sleep,  Baby,  Sleep 

The  Snow-Bird 

Daisies 

My   Shadow 

The  Cow 

The   Swing 

Singing 

The  W^ind 

Over  in  the   Meadow 

Who  Stole  the  Bird's  Ne?t? 

Twinkle.   Twinkle,   T>ittle   Star 


Stev 


enson 


Tennyson 
German  Lullabv 


iFrank  Dempster  Sherman 


Stevenson 

Christina  Rosctti 
Olive  A.  Wadsworth 
Lydia  ^^laria  Child 
fane  Tavlor 


Sleeping  Beaut}' 

The  Musicians  of  Bremen 

The  Discontented  Pine  Tree 

The  Three  Pigs 

The  Three  Bears 

The  I-Ialf  Chick 

Little  Red  Ridinc:  Tlood 


Stories  Told  by  the  Teacher 
Grimm 


-Andersen 


^Grecn    Fairv  B 


ook.   Lang 


P.luc    Fairv    Book.   Lanjr 


•  The  first  four  poems  on   the  list  are   memorized. 


56 


Curriculum  of  Horace  Mann  Elementary  School 


The  Hare  and  the  Tortoise 
The  Boy  and  the  Wolf 
The  Dog  and  his  Shadow 
The  Sun  and  the  Wind 
The  Lion  and  the  Mouse 
The  Elves  and  the  Shoemaker 
The  Gingerbread  Man 
The  Hen  and  the  Grain  of 

Wheat 
Another  Little  Red  Hen 
The  Pied  Piper  of  Hamelin 
Why  the  Trees  Keep  Their 

Leaves  all  Winter 
The  Old  Woman  and  Her  Pig 
Epaminondas  and  his  Auntie 
The  Wheat  Field 
Pig  Brother 
The  North  Wind 
Santa  Glaus  and  the  Mouse 
The  Christ  Child 

Piccola 


A  esop 


Stories  to  Tell  to  Children. 
Sara  Cone  Bryant 


How  to  Tell  Stories  to  Chil- 
dren, Sara  Cone  Bryant 


Laura  E.  Richards 


Prince  Harweda 
Raggylug 

Chicken  Little 

Three  Little  Goats  Gruff 

The  Oricrin  of  the  A\Mnds  (Es- 
kimo Story) 

Peggy's  Garden  and  What 
Grew  Therein 


SECOND  GRADE 

Reading  Material 
Edson-Laing  Reader  l-!ook  Two 

The  Progressive  Road  to  Eurchill,   Ettinger.  and 

Reading  Shimer 


►The  Child's  World,  Poulsson 

[Story  Hour,  Kate  Douglas 
j      Wiggin 
Story  Hour,  Harrison 
Ernest  Thompson-Seton 
Child   Life — Second   Reader, 

Blaisdell 
Graded   Literature  Readers — 
First  Book 

Smithsonian  Report 
Celia  Thaxter 


English 


57 


Second  Reader 

Story  Hour  Reader,  Second 

Reader 
Merry  Animal  Tales 
Second  Reader 
Hiawatha   (selections) 
Robinson  Crusoe 
The  Dutch  Twins 
Children's  First  Book  of 

Poetry 


Poems 


*Blow,  Wind,  Blow 

The  Owl 

Where  Go  the  Boats 

Gaelic  Lullaby 

The  Duel 

The  Sun's  Travels 

Foreign  Children 

The  Elf-Man 

A  Day 

Thanksgiving  Fable 

The  Elf  and  the  Dormouse 

The  Rainbow 

The  Firefly 

The  Moon 

The  Owls 

Sleep  Song 

Indian  Mother's  Lullaby 

Lullaby  of  the  L'oquois 


Hervey  and  Hix 

Coe  and  Christie 

Bigham 

Free  and  Treadwell 

Longfellow 

Baldwin 

Lucy  Fitch  Perkins 

Emilic  Kip  Baker 

Studied 

James  Whitcomb  Riley 

Tennyson 

Stevenson 

Unknown 

Eugene  Field 

IStevenson 
J 
John  Kendrick  I'angs 

Emilv  Dickinson 


Ol 


iver 


Herf( 


►Fliawatha — Loncffellow 


Charles  Myall 
Unknown 


Phaeton — sun  god 
Baucis  and  Philenion 
David  aiul  Goliath 
Christmas  Storv 


Stories  Told  or  Read  by  the  Teacher 

Stories  of  Old  Greece,  l^rth 


1 


Bible 


*  The  first   four  poems  on  the  list  are   memori/.cii. 


58  Curriculum  of  Horace  Mann  Elementary  School 


The  Fire  Bringer 

The  Story  of  Little  Tavwots 

How  Brother  Rabbit  fooled 

the  Whale  and  Mr.  Elephant 
The  Little  Jackal  and  the 

Alligator 
Billy  Beg  and  his  Bull 
Rumpelstiltskin- 
The  Fir  Tree 
Ugly  Duckling 
Little  Maia 

Legend  of  Saint  Christopher 

The  Legend  of  Arbutus 

Cinderella 

Little  One  l^ye 

The  Twelve  Brothers 

Hans  in  Luck 

Hansel  and  Gretel 

Mother  Holle 

The  Queen  Bee 

The  Golden  AVindows 

Jamie's  Lesson 

The  Crow  and  the  Pitcher 

The  Man,  the  Boy,  and  the 

Donkey 
The  Princess  and  the  Goblin 
The  Hero  of  Harlem 


Stories  to  Tell  to  Children, 
How  to  Tell   Stories  to   Chil- 
dren. 
Best  Stories  to  Tell  to   Chil- 
dren. 
Sara  Cone  Bryant 


^Andersen 

Schonberg  Cotta  Family 

(adapted) 
The  Children's  Hour, 

Bailev  and  Lewis 


►Grimm 


Short  Stories,  Laura  E. 
Richards 


>Aesop 


ATacdonald 


THIRD  GRADE 

Reading  Material 


Story  Hour  Third  Reader 

Edson-Laing  Reader 

Third  Reader 

Pinocchio 

Alice  in  Wonderland 

In  the  Davs  of  Giants 


Coe  and  Christie 

Book  Three 

Hervey  and  Hix 

Collodi 

Lewis  Carroll 

Abbev  Farwell  Brown 


English 


59 


Animal  Folk  Tales  Anna  Stanley 

Adventures  of  a  Brownie  Dinah  Muloch  Craik 

Children's  First  Book  of  Poetry    Fniilie  Kip  Baker 


Poems  Studied 
*Psalm  XXIII 
The  Land  of  Story  Book 
A  Visit  from  St.  Nicholas 
The  Children's  Hour 
Wynken,  Blynken,  and  Nod 
Fairy  Folk 
Thanksgiving  Day 
Seven  Times  One 
Good-night  and  Good-morning   Lord  Houghton 
Wild  Geese  Celia  Thaxter 

Romance  Gabriel  Setoun 

One,  Two,  Three  H.  C.  Bunner 

Cloud  Sheep  Clinton   Scollard 

October  Flelen  Hunt  Tackson 

Japanese  Lullaby  Eugene  Field 


Stevenson 

Moore 

Longfcllow 

Eugene  Field 

Allingham 

Lydia  Maria  Child 

Jean  Ingclow 


Stories  Told  or  Read  by  the  Teacher 


The  Story  of  Joseph 
Arachne 
Ares 

Snow-White  and  the  Seven 
Dwarfs 

The  Stag 

The  Golden   Cobweb 

The  Endless  Tale 

The  Wise   Men  of  Gotham 

King  Alfred  Stories 

Rikki-Tiki-Tavi 

Just  So  Stories 

Lobo 


Bible 
-Mythland,   Beckwith 

.  Grimm 

Stories  to  Tell  to  Children. 
How  to  Tell  Stories  to 
Children. 

Sara  Cone  Bryant 

Fifty   Famous  Stories. 
Baldwin 

-Jungle    P)Ook.   Kipling 
Ernest  Thompson-Seton 


The  first   four  selections  on  the  list  are  memorized. 


60         Curriculum  of  Horace  Mann  Elementary  School 


The  Bear  Story 

Uncle  Remus  (selections) 

The  Christmas  Angel 

The  Peterkin  Papers 

Daffydowndilly 


James  Whitcomb  Riley 
Joel  Chandler  Harris 
Katharine  Pyle 
Lucretia  Hale 
Hawthorne 


FOURTH  GRADE 

Selections  Read  and  Studied 
*Psalm  C 
America 
Seal's  Lullaby 
The  Night  Wind 
September 
Song  of  the  River 
Norse  Lullaby 
Seein'  Things  at  Night 
The  Camel's  Hump 
The  Bell  of  Atri 
The  Village  Blacksmith 
Out  of  the  Morning 
Fern  Song 
St.  Luke  n:8-i4 
The  Pied  Piper  of  Hamelin 
King  of  the  Golden  River 
Water  Babies 
Child   Classics — Third  Reader 


Samuel  Smith 
Kipling 
Eugene  Field 
Helen  Hunt  Jackson 
Kingsley 

Eugene  Field 

Kipling 

iLongfellow 

Emily  Dickinson 

John  Tabb 

Bible 

Browning 

Ruskin 

Kingsley 

Alexander 


Fourth  Year  Language  Reader   Baker-Carpenter 
Stories  Told  or  Read  by  the  Teacher 


Daniel  in  the  Lion's  Den 
The  Wanderings  of  Ulysses 
(selections) 

Damon  and  Pythias 

The  Gulf  in  the  Forum 

Quifincrn 

White   Seal 

Uncle  Kemus   (selections) 


1 


Bible 
Lamb 


Ethics  for  Children, 
Ella  Lyman  Cabot 
Livy — Adapted 

Jungle  Book,  Kipling 

Joel  Chandler  Harris 


The  first  four  selections  on  the  list  are  memorized. 


English 


61 


The  King  of  the  Birds 

Faithful  John 

The  Seven  Ravens 

What   the    Goodman    does    is 

Right 
The  Crab  and  his  IMother 
Bruce  and  the  Spider 
Diddie  Dumps  and  Tot 
Robin  Hood  Stories 
Robert  of  Sicily 
Typical  Stories  from  the  life 

of  Lincoln 
The  Patient  Cat 


1 


-Grimm 


J 


Andersen 

Aesop 

Scott 

Pyrnellc 

Pyle  and  others 

Sara  Cone  Bryant 


Laura  E.  Richards 


FIFTH  GRADE 

Selections  Read  and  Studied 
*Psalm  XXIV  ] 

Abou  Ben  Adhem  iLeigh  Hunt 

The  Charge  of  the  Light  J 

Brigade 


The  Sandpiper 

Birds  of  Killingworth 

Paul  Revere's  Ride 

Lochinvar 

The  Brook 

The  Eagle 

The  Song  Sparrow 

The  A'oice  of  Spring 

The   Farm-Yard  Song 

The  Inchcape  Rock 

Daffodils 

The  Corn  Song 

Yussouf 

Riverside  Fourth  Reader 

Fifth  Year  Language  Reader 

Heidi 

Wonder  Book 

Tanglcwood  Talcs 


Tennyson 
Celia  Thaxter 

>-Longfellow 

Scott 

^Tennvson 
J 
Van   Dyke 

Felicia  Hemans 

Trowbridge 

Southcy 

Wordsworth 

Whitticr 

Lowell 

A'an   Sickle  (!^   Seegmiller 

Baker  &  Carpenter 

Spiri 

Hawthorne 


The  first   four  selec 


the  list  ^re  mernori7cd 


62  Curriculum  of  Horace  Mann  Elementary  School 


j^Bible 


Stories  Read  or  Told  by  the  Teacher 

David  and  Goliath 

David  and  Jonathan 

David  and  Saul 

Merry  Adventures  of  Robin 
Hood 

King  Arthur  Stories  (selec- 
tions) 

The  Wonderful  Adventures  ofl  „  ,        .. 

,,.,     .     ,     ,.       X  VSelma  Lagerlof 

Nils  (selections)  j  '^ 

The  Birds'  Christmas  Carol 

(selections) 
Aladdin  and  the  Wonderful 

Lamp 
The  Cat  that  Walked  by 

Himself 


Wiggin 
Arabian  Nisrhts 


William  Tell 

Aloni,  the  Goat  Boy 

The  Little  Runaway 

The  Mouse  and  the  Moonl)eam 

The  Doe:  of  Flanders 


fust  So  Stories, 

Kipling 
Child  Classics,  Fourth  Reader 

— Knowles 

Spiri 

Field 
Ouida 


SIXTH  GRADE 

Selections  Read  and  Studied 
*Psalm  CXXI 
The  Landing  of  the  Pilgrim 

Fathers 
The  Sea 
Patriotism 
Opportunity 
King  Robert  of  Sicily 
The  Skeleton  in  Armor 
Courtship  of  Miles  Standish 
How  They  Brought  the  Good 

News  from  Ghent  to  Aix 
Incident  of  the  French  Camp 


He  mans 

Barry  Cornwall 

Scott 

Edward  Roland  Sill 

Lon  "'fellow 


■Brownine 


•  The  first  four  selections  on  the  list  are  memorized. 


English 


63 


Old  Tubal  Cain 

Auld  Lang  Syne 

My  Heart's  in  the  Highlands 

O  Captain  !    My  Captain  ! 

Columbus 

Old  Ironsides 

The  Overland  Mail 

Snowbound  (selections) 

Gettysburg  Address 

Kipling 

Stevenson 

Riley 

Horatius 

Rip  Van  Winkle 

Legend  of  Sleepy  Hollow 

Treasure  Island 

Riverside  Fifth  Reader 


Charles  Mackay 

Burns 

Whitman 

Joaquin  Miller 

Holmes 

Kipling 

Whittier 

Lincoln 

Special  programmes  arranged 

from   selections   from  these 

authors 
Macaulay 

Irving 

Stevenson 

Van  Sickle  and  Seegmillcr 


Selections  Read  or  Told  b\  the  Teacher 


The  Story  of  Ruth 

The  Three  Questions 

The  Great  Stone  Face 

Sir  Galahad 

Sinbad  the   Sailor 

The  Griftin  and  the  Minor 

Canon 
The   Merry  Adventures  of 

Robin  Hood   (selections) 


The  Shin  that 


I'ound 


Herself 


The  Perfect  Tribute 
Stor_\'  of  Jcrui   Wiljcan 
The  I'liristiiia-^  Taro! 
GrriiKlinotlier's  Slorv  of  Bunker 


Bible 

Twent}--three   Tales, 

l^olstoi 

Hawthorne 

Tennvson 

Arabian   Xights 
■\ 
|>!"anciful   Tales,   Stockton 

I 

y  Howard  Pyle 

y\'\\v   IViy's   W(M-k. 
'       KipHncT 

Mar\-  R.  Shipnum  Andrew: 

X'ictor   1  lu,co 

Dickons 

OIi\-er  Wendell   Holmes 


64  Curriculuui  of  Horace  Mann  Elementary  School 

OUTLINE  OF  WORK  IN  LANGUAGE  AND 
COMPOSITION 

FIRST  GRADE 
Oral  Composition.     (Almost  all  of  the  work  is  oral.) 
\.  Reproduction.     Stories  told  in  school  and  at  home. 
2.  Original  work. 

Description  of  pets,  toys,  etc. 

Accounts   of   trips   and   holiday   experiences. 

Dramatization  of  simple  stories. 

Written  Composition. 

1.  Letters  (the  purpose  and  substance  of  which  vary  with  the 

interest  and  ability  of  the  class). 

These  letters,  consisting  of  a  sentence  or  two  composed 
by  the  children,  are  written  on  the  blackboard  by  the 
teacher,  and  the  pupils  are  told  that  as  soon  as  they  can 
write  them  themselves,  they  may  post  them. 

2.  Simple  statements   (reproducing  in  a  few  sentences  stories 

told  in  class). 

Method. 

The  word  or  phrase  is  written  on  the  board  in  a  large,  free 
hand.  The  children  trace  it  in  the  air  with  the  same  free  arm 
movement.  The  word  is  erased.  Several  children  go  to  the 
board  and  try  to  write  it  from  memory.  Letters  that  give 
trouble  are  worked  on  individually  until  the  word  can  be  easily 
written.  Each  word  is  taken  up  in  a  similar  manner.  Much 
attention  is  given  to  good  writing  position  and  to  freedom  of 
movement. 

Language  Forms. 

The  following  language  forms  are  presented  through  the  work 
in  composition  and  are  fixed  by  frequent  practice : 

Capital  letter  at  beginning  of  sentence. 
Period  at  end  of  sentence. 
Child's  own  name. 
Pronoun  /. 


English  65 

SECOND   GRADE 
Oral  Composition.     (The  work  is  largely  oral.) 

1.  Reproduction. 

Stories  told  in  school  and  at  home. 

The  teacher's  stories  which  are  used  for  reproduction  are  the 
simpler  ones  listed  in  the  Outline  of  Work  in  Reading  and  Lit- 
erature, Second  Grade. 

2.  Original. 

Descriptions. 

Simple   experiments    in   physics. 

Excursions  to  garden,  etc. 

How  to  play  a  game. 

How  to  make  things. 

flow  to  go  from  school  to  home. 
Rhyming  games — (Dumb  Crambo). 

Written   Composition. 

1.  Original  Riddles. 

A  sample  riddle  with  tlie  method  employed  in  teaching  is  given 
below. 

2.  Original  class   rhymes. 

3.  Descri]')tioiis  of  the  season — weather. 

4.  Stories  of   imagination:    If  Jack-o-lantern   should   come   to 

life,  what  would  he  say?     (Two  or  three  sentences.) 

5.  Stories  suggested  by  pictures. 

A  Riddle 
One  child  is  sent  out  of  the  room.  Those  rem;;iniiig  decide  to 
make  a  riddle  about  the  cat.  One  child  suggests.  /  can  climb 
a  tree ;  another  /  see  in  the  dark.  When  the  sentence^  meet  with 
class  approval  they  are  written  on  the  board  by  the  teacher. 
The  riddle  may  then  read — - 

I  can  climb  a  tree.  I  see  in  the  dark. 
I  can  })urr  and  mew.  I  do  not  like  dogs. 
What  am   I? 

The  child  who  was  sent  out  of  the  rcon:  is  now  recalled  to 
guess  the  riddle.  The  paragraph  is  then  studied  for  capitaliza- 
tion, spelling,  punctuation,      I'inally  it   i-   written   from  memory, 


66  Curriculum  of  Horace  Mann  Elementary  School 

or  if  it  is  too  long  for  a  pure  memory  exercise  it  may  be  written 
from  a  copy  on  the  board  from  which  the  specially  studied  words 
have  been  erased. 

Language  Forms. 

The  following  language  forms  are  presented  through  the  work 
in  composition  and  are  fixed  by  frequent  practice : 

Child's  own  address — capital  and  punctuation  marks  involved. 

Abbreviations,  Mr.,  Mrs.,  Dr.,  and  names  of  months. 

Capital  in  days  of  week,  months,  holidays. 

Dates. 

Capital  at  beginning  of  each  line  of  poetry. 

Interrogation  point. 

THIRD  GRADE 
Oral  Composition. 

1.  Reproduction. 

Stories  told  in  school  and  at  home. 

The  teacher's  stories  which  are  used  for  reproduction  are  the 
simpler  ones  listed  in  the  Outline  of  Work  in  Reading  and  Lit- 
erature, Third  Grade. 

2.  Original. 

Stories  of  personal  experience. 

Descriptions  of  simple  experiments,  of  excursions,  of 
work  done  in  manual  training  and  nature-study. 

(In  all  story  telling  a  special  point  is  made  of  arrange- 
ment, telling  the  story  in  scenes,  to  develop  paragraph 
idea.) 

Written  Composition. 

Oral  work  still  predominates  in  this  grade.  Careful  prepara- 
tion is  made  for  all  written  work  by  means  of  class  discussion 
and  by  the  writing  of  difficult  words  on  the  blackboard. 

1.  Reproduction. 

2.  Short  ])oems  written   from  memory. 

3.  Original  class  stories. 

4.  Original  poems. 

.5.  Letters.     Children  are  given  heading  and  closing. 
6.   Description  of  trips  and  of  other  lines  of  work. 


Efiglish  67 

Language  Forms. 

The   following   language   forms   are   presented   through   work 
in  composition  and  are  fixed  by  frequent  practice : 

Exclamation   point. 

Contractions  as  don't,  won't,  I'm,  I'll,  etc. 

Capitals  in  names  of  places. 

Abbreviations  as  needed. 

Indentation  of  paragraphs — paragraph  idea  developed. 

Friendly  letter  form,  including  addressing  of  envelope,  intro- 
duced. Children  are  not  held  responsible  for  heading  and 
close  of  letter.  These  are  written  on  board  by  teacher  and 
copied  by  class  whenever  a  letter  is  written. 

Homonyms ; 

To     too     two  here     hear 

their     there  our  hour 

FOURTH  GRADE 

From   the    fourth    grade    on,    oral   composition    is   not   distin- 
guished from  written  in  the  outline. 
Reproduction. 

Different  ways  of  expressing  a  thought. 
Poems  and  short  prose  selections  written   from  memory. 
Letters — friendly. 
Stories  suggested  by  pictures. 
Original   fa!)les   in   imitation   of   model. 
Original    stories. 
Original  poems. 
Dialogues. 
Dramatizations. 

Laxguace  1-^or.ms. 

The  following  language  forms  arc  jin'-cnU'il  through  ihc  work 
in  conii)o>ilion  and  arc  fixed  by  fre([iicnt  practice: 

A])osiro])he   in   the  singular  possessive  case. 

The   uiidividcci    c[Uotation. 

Comma  in  a  scries. 

Capitalization  and  ])unctuation  of  titles  of  books,  poems,  etc. 


68  Curriculum  of  Horace  Mann  Elementary  School 

Friendly  letter  form — addressing  envelope  emphasized. 

Stricter  attention  to  form  and  margins. 

Paragraph  idea  continued — writing  from  outlines. 

Common  homonyms  and  abbreviations. 

Alphabetical  arrangement  of   lists   of   words   beginning  with 

different   letters ;   beginning   with   the   same   letter — use   of 

dictionary. 

FIFTH  GRADE 
Reproduction. 

Different  ways  of  expressing  a  thought. 
Poems  and  short  prose  selections  written   from  memory. 
Letters — the  friendly  letter — the  social  note. 
Practice  in  changing  from  one  sentence  form  to  another. 
Stories,  fables,  and  descriptions  in  imitation  of  model. 
Stories  suggested  by  pictures. 
Original  endings  for  stories. 
Dialogues. 
Dramatizations. 

Reports  of  excursions  and  lectures. 
Original  stories  and  accounts  of  personal  experiences. 
Original  poems. 

Language  Forms. 

The  following  language  forms  are  presented  through  the  work 
in  composition  and  are  fixed  by  frequent  practice : 

Apostrophe  in  singular  and  plural  possessive. 

Divided  and  undivided  quotations. 

Comma— in  series,  in  address,  after  yes  and  no. 

Capitalization  of  words  derived  from  names  of  peoples  and 
places. 

Letter    form;   informal    social   notes. 

Paragraphs — the  three-paragraph  form  in  composition :  the  be- 
ginning, the  middle,  the  closing. 

Use  of  dictionary — simplest  diacritical  marks. 

Kinds  of  sentences : 

Declarative,    Interrogative, 
Imperative,  Exclamatory. 


English  69 

SIXTH  GRADE 
Reproduction. 

Diilerent  ways  of  expressing  a  thought. 
Poems  and  short  prose  selections  written  from  memory. 
Letters : — social  notes,   friendly  letters,  business   letters. 
Stories  in  imitation  of  model. 
Stories  suggested  by  pictures. 

Original  beginnings — original  endings  for  stories. 
Dialogues. 
Dramatizations. 
Character  sketches. 
Explanation  of  processes — definite  directions  for  doing  things 

and  for  finding  places. 
Reports  of  lectures  and  excursions. 
Original  stories  and  accounts  of  personal  experiences. 
Application  of  proverbs. 

Expansion  of  topic  sentence  into  paragraph. 
Description  of  picture  suggested  by  lines  of  poetry  or  prose. 
Descriptions  of  persons  and  places. 
Original  poems. 

Laxgu.\ge  Forms  and  Grammar. 

The  following  language  forms  and  facts  in  grammar  are  pre- 
sented through  work  in  composition  and  literature.  They  are 
fixed  by  means  of   frequent  and  special  exercises: 

Business  letter  forms. 

Paragraph.     Logical  arrangement  of  sentences  in  paragraph; 

the  three-paragraph  form  in  composition  continued,  namely ; 

beginning,  middle,  closing. 
Use  of  dictionary  for  spelling,  for  meaning,  for  pronor.nciation. 
Subject  and  predicate,  complete  and  simple. 
Phrase,  adjective  and  adverbial. 
Recognition  of  the  parts  of  speech. 


NATURE-STUDY 

Nature-study  appears  upon  the  official  program  as  occurring 
two  or  three  times  a  week  for  the  first  five  years  of  the  ele- 
mentary school, — the  periods  occupying  twenty  minutes  in  the 
first  three  grades  and  a  half-hour  in  the  fourth  and  fifth  grades. 
But  as  the  work  is  often  outdoors,  in  the  garden  or  campus 
or  parks,  we  take  advantage  of  fair  weather  and  go  forth  as 
opportunity  offers ;  or,  if  the  children  are  tired  from  other  work, 
they  go  to  the  garden  to  dig,  or  just  to  see  "  what  is  happening." 
Again  some  of  our  best  work  is  done  before  school  or  during 
recess  or  in  a  five-minute  impromptu  lesson  on  some  specimen 
brought  in  by  an  eager  child  who  wants  to  know  more  about  it. 

In  regard  to  subject  matter,  whatever  belongs  to  the  natural 
environment  of  the  normal  child  is  legitimate  material.  Every 
individual  is  the  center  of  his  own  universe,  and  the  naturally 
widening  circles  of  his  environment  furnish  new  material  from 
year  to  year.  Our  subject  matter  includes  the  animals  and 
plants  that  are  the  sources  of  our  everyday  food,  clothing,  and 
shelter;  animals  and  plants  that  are  beneficial  or  injurious  in 
the  production  of  these  sources ;  animals  that  make  good  pets ; 
plants  that  make  beautiful  our  windows,  gardens,  and  parks ; 
and  such  wild  flowers  as  are  within  reach  of  the  children. 

Our  resources  for  material  are  greater  than  our  city  environ- 
ment suggests  at  first  sight.  To  begin  with,  we  have  our  wnn- 
dow-gardens  and  such  aquaria  and  vivaria  as  it  seems  wise  to 
keep  in  our  school-rooms,  and  a  school-garden  which,  though 
too  small  to  allow  much  individual  work,  is  yet  of  priceless 
value  in  that  it  gives  the  children  sufficient  practical  experi- 
ence in  gardening  to  enable  them  to  make  gardens  of  their  own 
during  the  long  summer  vacation  if  they  have  any  possible 
opportunity.  Also  we  have  a  small  greenhouse  where  we  grow 
plants  in  winter  and  where  we  keep  some  of  our  larger  pets. 
There  are  still  a  few  vacant  lots  within  easy  reach,  and  we 
make  the  most  of  the  Lower  Campus  of  Columbia  University 

70 


Nature-Study  71 

which  is  just  across  the  street.  Riverside  and  Morningside 
parks  are  available  and  also  the  Rambles  in  Central  Park  which 
is  our  favorite  place  for  bird-study.  Afternoon  outings  and 
excursions  to  the  Palisades  across  the  Hudson  or  to  Van  Cort- 
landt  Park  and  vicinity  are  frequent,  and  the  work  in  the  Fourth 
and  Fifth  grades  is  supplemented  by  trips  to  the  American 
Museum  of  Natural  History,  and  to  the  Botanical  and  Zoolog- 
ical Gardens  in  the  Bronx. 

Almost  without  exception  the  children  of  the  Horace  ^lann 
School  spend  their  summers  out  of  the  city,  but  they  do  not 
return  to  us  in  the  fall  with  any  uniformity  of  experience.  In 
order  then  to  give  our  First  Grade  children  a  common  experience, 
we  take  them  to  a  farm  for  a  day.  This  is  followed  by  a  visit 
to  a  city  market,  so  that  they  may  realize  that  back  of  the 
market  is  the  farm  and  garden.  They  lay  out  a  miniature  farm 
in  the  sand-pile,  and  begin  gardening  by  gathering  seeds  to 
plant  in  the  spring. 

In  October,  each  First  Grade  child  plants  a  hyacinth  bulb  in 
a  pot  and  puts  it  away  in  the  cold  and  dark  until  it  is  time 
to  bring  it  out  to  blossom  for  Easter,  when  it  is  taken  home 
to  mother.  They  watch  the  earth  getting  ready  for  winter; 
they  bring  in  caterpillars  from  the  garden  and  watch  them  m;ike 
cocoons ;  they  see  a  squirrel's  nest  in  the  park  and  watch  the 
squirrel  to  find  out  how  he  gets  ready  for  winter.  In  the 
spring  they  plant  the  seeds  that  they  saved,  watch  the  growth 
and  flowering  of  their  hyacinths,  and  see  a  moth  or  butterfly 
come  out  of  a  cocoon.  Wherever  it  is  possible  to  carry  over 
a  line  of  work  from  fall  to  spring  it  is  done  to  the  end  that  the 
children  may  see  that  nature-study  is  a  continued  story  and  not 
just  a  picture-book. 

In  the  winter  when  the  supply  of  material  is  lowest,  th;'  \i>it- 
ing  rabbit  comes  and  s})cn(ls  a  week  or  mere  in  a  hvz  c:ige 
in  the  school-room.  By  watching  him  the  children  try  tn  :'ind 
out  all  the  things  that  a  rabbit  can  do.  Thev  learn  huw  a 
rabbit  takes  care  of  himself,  what  hi<  nattir;il  hmiie  is  like, 
what  he  eats  and  where  he  gets  hi-  t'dod.  h.nw  \\■^  -pcnds  the 
winter  and  what  keeps  him  warm,  limv  \\''  kre'  -  hn^i-^elf  clean, 
who  his  enemies  are  and  how  he   protect-   lii;ii-elf    froiii   th.em. 


72  Curriculum  of  Horace  Mann  Elementary  School 

They  decide  that  the  rabbit  makes  a  good  pet  because  he  is 
clean  and  pretty  and  sometimes  playful,  and  because  he  is  con- 
tented and  happy.  Finally  they  consider  what  they  themselves 
can  do  to  make  him  more  contented  and  happy.  Except  for 
aquaria  and  small  vivaria  we  consider  the  visiting  pet  more 
desirable  and  hygienic  in  the  school-room  than  the  permanent 
one. 

The  spring  garden  work  of  the  First  Grade  is  carried  over 
into  the  Second  Grade  in  the  fall  and  the  children  gather  their 
flowers  for  the  school-room,  to  take  home  to  mother  or  to  send 
to  some  sick  child.  In  order  to  have  flowers  to  send  to  sick  chil- 
dren in  the  spring,  they  plant  a  bed  of  bulbs  in  the  garden  in  the 
fall.  They  add  to  their  knowledge  of  the  first  year  the  names 
of  more  flowers,  trees  and  birds,  choosing  those  that  naturally 
fall  within  the  widening  circle  of  interest  and  environment. 
They  become  interested  in  a  new  line  of  work, — simple  experi- 
ments or  problems  involving  the  collection  of  considerable  ma- 
terial :  they  find  out  how  a  plant  gets  out  of  a  seed  by  planting 
seeds  between  glass  and  blotting-paper;  they  learn  why  sunlight 
is  necessary  by  putting  seedlings  in  a  dark  closet ;  they  find  out 
how  plants  scatter  their  seeds  by  gathering  all  kinds  of  seeds 
and  fruits  and  examining  them  for  hairs,  wings,  hooks  and  other 
devices ;  they  become  interested  from  a  new  standpoint  in  the 
vegetables  to  which  they  were  introduced  the  first  year  and  get 
together  all  the  kinds  they  can  find  in  the  garden  and  market, 
grouping  them  according  to  the  part  of  the  plant  that  is  eaten, — 
root,  leaf,  stem,  flower  or  seed. 

In  the  Third  Grade,  the  fall  work  opens  with  a  continuation 
of  plant  propagation.  They  set  out  a  new  strawberry  bed  and 
start  cuttings  in  individual  pots  for  the  geranium-bed  that  sup- 
plies the  school  window-boxes.  The  Third  Grade  has  owned 
and  made  a  success  of  the  geranium-bed  for  seven  years. 

Another  line  of  work  dealing  with  new  material  in  the  Third 
Grade  is  that  of  beautifying  and  caring  for  the  grounds  about 
one's  home.  While  it  is  true  that  very  few  of  the  children  in 
our  school  have  a  city  home  with  a  yard  of  sui'ficient  size  to 
admit  of  much  decoration  or  landscape-gardening,  still  many 
of  them  have  summer  homes  in  the  country,  and  almost  without 


NaturC'Study  73 

exception  they  aspire  to  havin,<]^  some  day  a  home  with  a  yard 
and  garden  or  better  still — a  farm.  We  believe  in  fostering 
this  healthy  and  normal  ambition  to  the  extent  of  giving  the 
children  of  this  grade  a  practical  knowledge  of  shrubs  and  vines 
as  well  as  of  trees  and  flowers  and  so  to  secure  their  future 
independence  of  the  landscape  gardener.  Perhaps  no  series  of 
lessons  throughout  the  entire  course  of  nature-study  rouses  more 
interest  than  the  study  of  vines.  We  begin  l)y  going  out  on 
the  street  and  into  the  garden  and  finding  all  the  vines  that  we 
can,  with  one  question  only  in  mind, — "How  do  vines  climb?" 
W^e  learn  that  the  Japanese  ivy  climbs  by  means  of  tiny  suck- 
ers, that  the  bean  and  morning  glory  have  twining  stems,  the 
clematis  has  twisting  leaf-stalks,  the  English  ivy  has  rootlets, 
the  grape  and  pumpkin  have  tendrils,  and  the  crimson  rambler 
has  reflexed  prickles  or  "  turned-back  stickers  "  as  one  child 
put  it.  This  problem  involves  others,  and  our  next  work  is  to 
find  out  what  support  is  needed  by  each  kind  of  vine.  The  chil- 
dren discover  for  themselves  that  the  Japanese  ivy  grows  well 
only  on  stone  or  brick,  the  English  ivy  requires  soil-tilled  crevices 
for  its  rootlets  and  does  not  take  kindly  to  our  new  American 
walls,  the  bean  needs  a  pole,  the  morning  glory  a  string,  the 
grape  a  trellis,  etc.  We  discuss  the  problem  of  why  vines  climb 
and  then  turn  our  attention  to  the  uses  of  vines.  Again  the 
children  are  happy  in  finding  out  for  themselves  that  some  vines 
make  good  shade  for  a  porch,  or  serve  as  a  screen,  or  furnish 
both  fruit  and  shade  like  the  grape,  or  cover  up  ugly  walls  like 
the  Japanese  ivy.  Then  the  question  of  relative  beauty  is  dis- 
cussed. Seasonal  factors  enter  into  this  ([ucstion, — the  luxuriant 
growth  of  the  summer  foliage  of  the  moonvine.  the  brilliant 
autumn  coloring  of  the  woodbine  and  Japanese  ivy,  the  exquisite 
purple  blossoms  of  the  wistaria  in  the  spring,  and  the  bright 
berries  of  the  bittersweet  in  winter.  The  schodl-rooni  becomes 
a  place  of  vines;  its  walls  are  gav  with  bittersweet,  ;ind  there 
are  pots  of  English  and  German  ivv  on  the  windinv-brackets ; 
gorgeous  sprays  of  woodbine  are  brought  in  for  an  art-lesson, 
and  what  the  children  like  best  of  all,  tlie  windi nvs  are  full  of 
individual  jxits  of  growing  beans.  In  each  ]^ot  stand-;  a  straight 
miniature  pole  a  vard  high,  made  bv  the  owner  in  the  hand-work 


74  Curriculum  of  Horace  Mann  Elementary  School 

class,  and  the  beans  climb  up  the  poles  making  a  fine  effect  when 
the  pots  are  placed  side  by  side.  The  children  now  work  out 
two  more  problems :  "  Where  does  the  vine  grow,  and  how 
much  does  it  grow  in  a  day?"  These  questions  are  solved  by 
marking  short  spaces  of  uniform  length  with  India  ink  along 
the  stem.  Frequently  the  bean-vines  blossom  and  produce  very 
creditable  pods  of  beans. 

It  is  our  purpose  at  the  end  of  the  third  year  to  have  the 
children  somewhat  familiar  with  such  sources  of  their  food, 
clothing,  and  shelter  as  may  be  found  either  wild  or  cultivated 
within  a  few  miles  of  New  York  City.  Whatever  then  comes 
upon  this  list  is  legitimate  material  for  the  first  three  grades. 

The  work  of  the  Fourth  Grade  supplements  that  of  the  Third 
Grade  by  widening  the  environmental  circle  so  as  to  include  the 
sources  of  such  things  in  daily  use  as  cannot  be  produced  or 
profitably  raised  near  home.  We  raise  or  attempt  to  raise  in 
our  school-garden  such  things  as  flax,  cotton  and  hemp ;  wheat, 
rye,  oats  and  barley;  peanuts,  tobacco,  some  of  the  mints,  and 
the  castor-oil  plant.  If  our  cotton-bolls  are  immature  and  our 
peanuts  small  when  frost  kills  the  plants,  our  boys  and  girls 
get  a  practical  lesson  on  the  effect  of  climate.  Friends  in  the 
south  often  send  us  luxuriant  plants  with  bursting  bolls  of  ripe 
cotton.  We  place  the  stunted  plants  from  our  own  garden  beside 
those  from  the  southern  plantation,  and  with  the  help  of  our 
geographies  and  encyclopedias  work  out  the  causes  of  the  differ- 
ence. Rainfall,  temperature,  length  of  season,  soil  and  altitude 
are  taken  into  consideration,  and  the  cotton-region  of  our  own 
country  is  traced  on  the  map.  Plantation  life  before  the  sixties 
is  pictured  and  also  present  methods  of  raising  cotton.  The 
invention  of  the  cotton-gin  and  its  effect  on  subsequent  history 
is  touched  upon,  each  child  having  previously  tried  to  separate 
the  cotton  from  the  seeds.  In  doing  this,  they  make  the  discovery 
that  cotton  serves  the  same  purpose  as  the  hairs  of  the  milkweed 
seed,  namely,  as  a  device  for  seed  dissemination.  The  effect 
upon  the  fiber  of  cultivation  is  then  explained,  and  the  series  of 
lessons  ends  with  an  exhibition  of  samples  of  everything  made 
of  cotton  that  can  be  collected  by  the  children. 

Nature-studv  in  the  Fifth  Grade  is  confined  to  two  main  sub- 


Nature-Study  75 

jects, — to  forestry  which  occupies  the  first  half  of  the  year,  and 
10  the  study  of  birds  duriut,'  the  remainder  of  the  time.  A  more 
detailed  study  is  made  of  the  trees  that  the  pui)ils  already  know 
something  about,  and  new  ones  are  added  to  the  list.  This  is 
largely  outdoor  work.  I^>om  time  to  time  the  New  York 
Botanical  Garden  has  furnished  us  with  valuable  material  for 
school-room  use.  As  an  aid  to  tree  recognition,  we  have  some 
years  used  a  key  that  was  made  especially  for  our  children  and 
our  trees.  Always  each  child  is  provided  with  a  portfolio  and 
the  Alumford  pictures  of  familiar  trees  as  a  sort  of  working  basis. 
To  this  portfolio  they  add  their  leaf  collections  and  other 
material. 

The  industrial  and  aesthetic  value  of  the  different  trees  is 
dw^elt  upon,  the  geographical  distribution  of  our  park  trees  is 
considered,  and  our  native  trees  compared  as  to  the  length  of 
time  that  they  retain  their  foliage.  One  winter  month  is  devoted 
to  the  tree  from  the  physiological  standpoint.  This  is  no  more 
or  less  than  plant  physiology,  and  the  boys  and  girls  become 
greatly  interested  in  the  simple  experiments  that  show  absorp- 
tion, conduction,  transpiration,  starch-formation,  and  food-stor- 
age. This  work  is  followed  by  a  series  of  lessons  upon  the 
enemies  of  trees  which  are  of  vital  interest  when  one  under- 
stands that  when  caterpillars  eat  the  leaves,  the  manufacture  of 
starch  is  suspended;  that  when  mice  gnaw  the  bark  through  the 
cambium  layer,  conduction  is  interfered  with ;  and  that  when 
fungi  ramify  through  the  pores  in  the  wood  of  the  trunk,  they 
steal  the  prepared  food  of  the  tree  or  even  feed  upon  its  tissue, 
and  so  the  life  of  the  tree  is  doomed.  It  is  easy  to  pass  from 
the  individual  tree  which  has  now  become  an  organic  living  thing 
with  its  own  life-problems  to  the  forest  and  its  problems. 

The  study  of  l)irds  has  its  charms  for  people  of  all  ages,  and 
a  few  months  devoted  to  this  subject  leave  our  boys  and  girls 
with  a  desire  to  go  on  and  learn  more  and  more  ;is  the  years 
go  by.  A  series  of  the  Mumford  jiictures  illustrating  the  more 
common  or  interesting  birds  is  added  to  the  j'xirtfnlio.  and  each 
child  as  well  as  each  room  starts  a  bird  list.  While  we  are 
hanij^ercd  in  that  it  is  difficult  to  take  our  classes  out  with  profit 
for  the  study  of  wild  living  birds,  still  we  spend  one  or  more 


76  Curriculum  of  Horace  Mann  Elementary  School 

mornings  in  the  Rambles  in  Central  Park,  which  is  acknowledged 
to  be  one  of  the  finest  centers  for  the  study  of  migrating  birds 
in  the  country,  and  we  visit  the  birds  in  the  Zoological  Garden 
as  a  class,  in  groups  or  individually.  To  teach  our  pupils  the 
intelligent  use  of  the  museums,  public  gardens,  and  other  oppor- 
tunities provided  by  the  city,  is  one  of  the  aims  of  our  department. 

From  these  brief  notes  it  will  be  seen  that  our  work  has  a 
large  element  of  "  doing  " ;  that  we  are  trying  to  teach  our  chil- 
dren to  interpret  nature  for  themselves ;  that  we  are  starting 
them  on  lines  of  work  that  they  can  follow  up  individually ;  that 
we  are  providing  them  with  happy  and  healthful  outdoor  em- 
ployment and  recreation  for  afternoons,  holidays,  summer  vaca- 
tions, and  for  leisure  throughout  life ;  that  through  a  love  and 
appreciation  of  the  beautiful  they  are  led  to  protect  and  to  help 
nature, — to  protect  the  birds  and  wild  flowers  and  to  care  for 
the  parks;  that  they  are  led  to  judge  intelligently  of  the  values 
of  life  and  to  destroy  (as  tenderly  as  may  be)  the  pests  and 
those  forms  of  life  that  are  injurious  or  destructive  to  higher  or 
more  valuable  species. 

Our  work  is  never  quite  the  same  for  any  two  years.  Some 
subjects  have  been  eliminated  after  being  tried  out ;  others  are 
temporarily  dropped  or  omitted  from  lack  of  time,  while  new 
ones  are  experimented  upon  and  added  from  time  to  time.  In 
the  outline  that  follows,  no  single  year  has  seen  the  completion 
of  all  lines  of  work  in  every  grade,  but  these  are  the  subjects 
that  have  proved  of  most  value  to  us. 

FIRST  GRADE 
Plant-Life 
Flowers.     Learn  to  recognize  the  following — 
In  the  fall: 

Wild :    Goldenrod,  aster,  queen's  lace,  butter  and  eggs. 
Cultivated :      Pansy,    geranium,    morning-glory,    sunflower, 
marigold,  zinnia,  nasturtium,  California  poppy,  salvia,  and 
chrysanthemum. 
In  the  spring: 

Wild:    Spring  beauty,  hepatica,  blood-root,  adder's  tongue, 


Nature-Study  77 

violet — blue,  white,  and  yellow,  dandelion,  jack-in-pulpit, 
marsh  marigold,  daisy,  buttercup,  and  clover. 

Seeds :  Collect  several  kinds  from  the  garden  and  put  away  care- 
fully for  the  spring  planting. 

Trees:    Oak,  maple,  willow,  chestnut,  pine  and  fir  (Christmas). 

Vegetables :  Learn  the  names  of  the  common  vegetables  and  find 
out  how  they  grow  in  the  garden;  visit  a  grocer's  window 
where  vegetables  are  displayed  and  learn  how  they  get  from 
the  farmer  to  the  grocer.      (Thanksgiving.) 

Bulbs :  The  last  of  October,  plant  hyacinths  in  individual  pots ; 
visit  them  once  or  twice  during  winter  in  their  underground 
quarters ;  bring  into  school-room  in  time  to  blossom  for  Easter; 
take  home  for  an  Easter  present  to  mother.  Plant  a  bed  of 
hyacinths  in  the  garden  to  send  to  sick  children  when  they 
blossom. 

The  Pumpkin — a  Hallowe'en  subject:  study  it  as  a  "seed-box"; 
save  and  clean  the  seeds ;  put  away  in  individual  envelopes 
made  1)y  the  children;  make  the  pumpkin  into  a  Jack-o-lan- 
tcrn  ;  in  the  spring,  plant  the  seeds  in  individual  pots  and  keep 
in  the  school-room;  plant  in  three  ways  to  determine  if 
growth  is  affected. 

How  plants  get  ready  for  winter :  Study  the  trees  and  grass  on 
the  campus,  the  vegetables  and  flowers  in  the  garden  to  find 
out. 

The  Garden  :  In  the  spring  make  a  flower-garden  ;  learn  to  use 
hoe  and  rake  ;  plant  marigolds,  pansies,  nasturtiums,  zinnias, 
salvia,  and  California  poppy  (flowers  showy  and  seeds  large). 

AxiM,\L-LlFE 

The  Rabbit :  Keep  in  large  cage  in  school-room  for  a  wcelc  or 
more;  care  for  and  feed  carefully;  let  children  work  out  simple 
problems  like  the  following, — \\'hy  does  the  ralilrit  make  a 
good  pet?  How  does  he  take  care  of  himself?  What  can 
we  do  to  make  him  happy? 

The  Pigeon  :    Keep  in  school-room  and  study  like  the  rabbit. 

The   Robin :     Song,   nest,  eggs,   use  to  us. 

Gold-fish:  Keep  in  aquarium;  set  up  the  aquarium  ("  fish- 
hom.e  ")  in  school-room  before  the  children. 


78         Curriculum  of  Horace  Mann  Elementary  School 

Butterflies  and  Moths:    In  fall,  bring  in  caterpillars,  watch  for- 
mation of  cocoons ;  try  to  bring  out  for  Easter. 
How  do  animals  get  ready  for  winter? 

Physical  Phenomena 

From  time  to  time  note  color  of  sky,  presence  ot  clouds,  fog, 

snow,  rain,  ice,  sleet,  frost,  wind,  etc. 
Children  of  this  grade  visit  a  farm  and  a  market. 
Illustrated  Lectures :    "Autumn,"  "  Winter,"  "  Spring." 

SECOND  GRADE 
Plant-Life 
Flowers.    Review  those  learned  in  Grade  I  and  add  the  following : 
In  the  fall: 

Wild :  Clovers, — red,  white,  yellow  or  hop,  buffalo ;  gentians, 

— fringed  and  closed,  cardinal  flower,  yarrow. 
Cultivated :    Sweet  alyssum,  mignonette,  petunia,   verbena, 
ageratum,  phlox,  portulaca,  coxcomb,  cosmos,  snapdragon, 
bachelor's  button,   calendula. 
In  the  spring: 

Wild :     Saxifrage,    wild    lily-of-the-valley,    Solomon's    seal, 
rock  pink,  Dutchman's  breeches,  bellwort,  toothwort,  dog- 
wood, azalea. 
How  are  the  spring  flowers  able  to  get  into  bloom  so  quickly? 
What  becomes  of  the  plants  after  blossoming?     Develop  idea 
of  food-making  and  food-storage  by  the  plant. 
Trees :   Review  those  already  learned  and  add  sweet  gum,  horse- 
chestnut,  elm  and  Lombardy  poplar.     Study  outlines  of  trees ; 
cut  in  paper. 
Evergreen  Trees :    Compare  pine,  fir,  spruce  and  hemlock  with 

reference  to  value  for  Christmas  trees. 
Seed-dispersal :    Collect  as   many  kinds  of   seeds   and   fruits  as 
possible ;   supplement   from   school-collections ;   discuss   agency 
and  device  for  dissemination. 
Bulbs :    Plant   daffodils   in   individual  pots   for  Easter ;   plant  a 
bed  in  the  garden  for  the  children  in  St.  Luke's  Hospital. 


Nature-Study  79 

Vegetables:  Study  with  reference  to  the  part  of  the  plant  they 
represent,  e.g.,  root,  stem,  leaf,  flower,  fruit  or  seed.  (Thanks- 
giving.) 

Germination :  Plant  beans  between  blotting-paper  and  glass  in 
common  tum.blers ;  compare  to  determine  most  favorable 
amount  of  water ;  note  cessation  of  growth  and  determine  the 
cause.  Plant  other  seeds, — corn,  pea,  grass,  mustard,  etc.,  in 
same  way ;  keep  some  in  dark ;  note  effect  on  size  of  seed  of 
light  and  darkness,  of  heat  and  cold. 

The  Garden:  In  the  spring,  plant  a  bed  of  radishes  and  make 
a  flower-garden ;  plant  mignonette,  sweet  alyssum,  verbenas, 
petunias,  portulaca,  snapdragon,  bachelor's  button  and  calen- 
dula ;  sow  extremely  small  seeds  on  the  surface. 

Wild-flower  Window  Garden.* 

Animal-Life 

English  Sparrow :    Study  sparrows  on  street ;  are  they  a  nuisance 

or  of  value  to  us? 
Grackles  and  Starlings  on  Campus:   Compare  crow  and  blue  jay; 

note  return  of  robin,  bluebird  and  song  sparrow. 
The   S([uirrel :    Study  squirrels  on  campus  :  find  out  what  they 

eat,  how  they  gnaw,  where  they  sleep.     Compare  the  chipmunk 

and  red  Sfjuirrel. 
Garden   I'oes  :    Injurious  insects. — plant-lice,   scales,  caterpillars. 
Garden  b'riends  :   The  earth-worm  and  toad.     What  does  the  toad 

do   for  us?     What  can   we   do   for  the   toad?     Conij)are   the 

frog.     Keep  tad[)oIes  in  a([uaria. 

l'in"S!c.\r>   XATUKi:-STun\' 

The  three  forms  of  water;  swelling  of  water  in  icc-forniation, 
ai)|)licati()ns  :  simple  experiments  in  evaporation:  etlect  of  irost 
on   soil,  on  rocks. 

The  therniomctcr :    \"aliie  to  the  gardener. 

Ihiildiiig-stoiU'S  :    Granite,  niarltlr,  ^and-^tone  and  ■;];Ue. 

Common  niiner.als  :    Mica.  (]uartz,  llint.  e!i:i!Ix'. 

Illustrated  lecture-:  "  bL;irly  Xcw  ^'ork.'■  ■■Anin:a]-  o\  Man- 
hattan in  the  Tinie  of   Hud-on."   "Animal-  as   I'ets." 

*  Tran<i>laiit    from   t'lcld-   aivl   wooi!.-   while   in   Inn!. 


80  Curriciiluin  of  Horace  Mann  Elementary  School 


Fall  work: 


THIRD  GRADE 
The  Garden 


Plant  propagation : 

Strawberry-bed :     Study  the   bed   planted  by   Third   Grade 

last  year;   find   original  plants;   select   strongest   of   new 

plants  and  make  a  new  bed ;  each  child  should  transplant 

at  least  one  plant. 
Geranium-bed :    From  geranium-bed  made  by  Third  Grade 

of  last  year,  select  cuttings  and  plant  in  individual  pots ; 

keep  in  greenhouse  till  blossoms  appear,  then  transfer  to 

school-room ;   in  spring  transplant  to  the  garden-bed  to 

be  used  for  window-boxes  in  fall  and  to  furnish  the  next 

Third  Grade  class  with  cuttings. 
The  Potato :    Study  in  fall ;  "  make  starch  " ;  cut  properly 

and   plant   in    individual   pots    in    greenhouse ;    "  dig "    in 

spring.     Potato-beetle. 
Radishes :   Plant  individual  boxes  of  radishes  in  greenhouse ; 

use   diiTerent   kinds   of    seeds ;   decide   which    is   best    for 

greenhouse  cultivation. 
Seed-formation :    Study  vegetable  garden  with  reference  to 

seed-formation ;  annuals,  biennials  and  perennials. 

Spring  work : 

Plan  the  kitchen-garden  on  paper;  order  seeds;  mark  oft  beds 
to  correspond  to  plan ;  plant  about  fifteen  kinds  of  vegeta- 
bles in  the  most  approved  way.     Cooperative  work. 

The  Y.-\rd 

The  Lawn :   Make  a  lawn  in  a  window-box ;  sow  seed,  trim  care- 
fully and  determine  where  growth  takes  place. 

Enemies  of  the  lawn: 

The  Alole:    structure  and  habits. 

The  June-bug:    metamorphosis. 

The  Grasshopper:    compare  with  June-bug. 

Shrubs :  Forsythia,  Japanese  quince,  bridal  wreath,  syringa,  lilac, 
althea,  barberry,  etc.  Study  with  reference  to  beauty  of  form, 
value  for  hedge,  beauty  of  foliage  or  flower  or  color-mass, 
bright  berries  or  fruits  for  attraction  of  birds.     In  the  spring 


Nature-Study  81 

root  pussy-willow  branches  in  water,  plant  in  window-box, 
transplant  to  garden  or  school-grounds. 

Vines :  Japanese  ivy,  English  ivy,  woodbine,  grape,  moonvine, 
clematis,  honeysuckle,  morning-glory,  scarlet  runner,  Virginia 
creeper,  etc.,  mode  of  climbing, — twining  stem  tendrils,  root- 
lets, etc. ;  needed  support ;  value  for  shade,  screen  or  wall- 
covering ;  beauty  of  foliage,  flower  or  autumn  coloring ;  value 
for  fruit. 

Trees :  Review  those  learned  in  preceding  grades  and  add  tulip- 
tree,  sycamore,  catalpa,  linden,  cottonwood  and  beech.  Con- 
sider value  for  shade,  screen,  wind-break  or  beauty  of  form, 
and  autumn  coloring.  Note  advantage  for  single  trees,  clumps 
or  avenues. 

The  Orchard 

Native  fruit-trees :    Apple,  pear,  peach,  quince. 

Nut-bearing  trees  (native)  :  Hickory,  black  walnut,  butternut, 
beech,  chestnut. 

Insect-pests  in  orchard;  bird-friends. 

Japanese  Garden :  Construct  a  large  and  elaborate  Japanese 
Garden  and  care  for  it  in  the  school-room  throughout  the 
winter. 

Hives  of  Bees :  Structure  of  the  bee ;  queen,  worker,  drone ; 
gathering  of  honey,  pollen ;  wax ;  care  of  eggs  and  young. 

Paper-wasp,  Mud-dauber,  Ants.  Compare  with  bee.  Keep  col- 
ony of  ants  in  school-room. 

The  parts  of  a  flow-er;  function  of  each;  mutual  dependence  of 
bees  and  flowers. 

The  Beaver  and  other  fur-bearing  animals.  Visit  beaver-dam  in 
Zoological  Garden. 

The  Sea-gull :    value  as  a  scavenger. 

Group  all  the  animals  and  plants  studied  thus  far  into  ecological 
groups ;  make  window-gardens  or  sand-table  demonstrations  of 
one  or  more  of  the  following, — swamp,  brook  and  its  banks, 
sunny  upland  slope,  rocky  exposed  hillside,  ravine,  pine  woods, 
deciduous  woods ;  sink  pans  for  water ;  use  animal  pictures 
or  labels ;  develop  an  idea  of  the  country  in  the  time  of  Hudson. 

Illustrated  lectures:  "Domestic  Animals  and  Their  Wild  Rela- 
tives," "  The  Apple,"  "  Flowering  Shrubs  and  Trees." 


82  Curriculum  of  Horace  Mann  Elementary  School 

FOURTH  GRADE 

Agriculture 
Garden-work : 

Kitchen-garden ;  gather  the  vegetables  planted  the  preceding 

spring. 
The  Grains :    Harvest  the  wheat,  rye,  oats,  barley  and  corn. 
Plant  a  bed  of  winter  rye, — sow  one-half  in  drills  and  one- 
half  broadcast  to  determine  the  best  way  of  sowing. 
Fiber  Plants:   Gather  the  flax,  cotton,  jute  and  hemp;  supple- 
ment with  material  and  pictures  to  illustrate  industrial  pro- 
cesses. 
Peanuts :    Compare  method  of  growth  with  peas,  with  nuts. 
Sweet  Potato :    Compare  with  common  potato ;  grow  one  in 

water. 
Tobacco :    Note  method  of  growth. 

Castor-oil  Plant :    Rub  broken  seeds  on  paper  to  show  oil. 
Rubber:    Use  large  school-room  plant;  slash  in  places  and  col- 
lect and  dry  the  sap. 
Sugar :    Maple,  beet,  cane ;  study  with  help  of  specimens,  pic- 
tures and  experience. 
The   Products  of  the  Zones :    Collect  and  arrange  material   on 
three  shelves  representing  tropical,  temperate  and  cold  regions ; 
include  : 
Tea,  coffee,  cocoa 
Spices  of  all  kinds 

Fruits  such  as  the  banana,  pineapple,  orange,  lemon,  grape- 
fruit, imported  grapes,  the  fig,  date  and  olive 
Nuts  such  as  the  Brazil  nut,  English  walnut,  pecan,  filbert 

and  cocoanut 
SupT)lement  with  charts   and  i)ictures   showing  culture   and 
manner  of  growth.      (Thanksgiving) 

LuAr  BERING 

Pine,  spruce,  hemlock,  white  cedar,  red  cedar;  value  and  uses. 

(Christmas) 
Lumber  camps:   .Saw-mills, — site,  management  and  power;  trans- 

jjortation  of  logs  and  lumber;  the  lumber-yard. 


Nature-Study  83 

Fisheries 
Fish  of  the  Coast,  of  the  Hudson,  of  mountain-streams;  methods 

of  fishing. 
Salmon :    study  as  the  type  of  the  fish. 
Lobster;  development,  necessity  of  protection.     Use  cray-fish  for 

individual  study. 
Clam  and  oyster;  the  star-fish  an  enemy  of  the  oyster. 
Turtle,  French  snails :  keep  alive  in  school-room. 
Dragon-fly  and  caddis-fly :  keep  nymphs  in  fresh-water  aquarium 

(use  material  to  illustrate  Kingsley's  "Water-Babies"). 
Salt-water  aquarium:  illustrate   life   of   the   seashore   as    far  as 

practicable. 

Mining  and  Quarrying 

(This  line  of  work  is  done  largely  by  the  departments  of  Geog- 
raphy and  Industrial  Arts) 

Soils :  Clay,  sand,  gravel ;  lime,  salines  and  alkaline  substances ; 
fertility,  sources  of  humus;  barrenness, — causes  of,  deserts; 
water-content ;  simple  experiments  showing  comparative  water- 
content  of  different  soils;  experiments  showing  effect  of  fertile 
and  barren  soils  on  plant-growth. 

Minerals  and  metals  in  common  use. 

Methods  of  mining. 

Alanufacture  of  glass  and  porcelain. 

Stones  used  for  building  purposes,  monuments,  paving. 

\''isit  a  quarry  or  excavation  for  foundation  of  building. 

Illustrated  lectures  :    "  Water  Babies."  "  Tropical  l-Vuits." 

blFTlI  GR.VDF 

Recognition  at  all  seasons  of  the  following  list  of  park  and  forest 
trees;  their  native  hal)itat ;  value   for  lumber,   sbade,  wind- 
break or  ornament : 
Maples:    Sugar,  red.  white.  Norway,  sycaiiiorc,  ja]xinese, 
Sweet-gum,  sycamore  (ir  plane-tree,  tulip-tree, 
Po]~)lars :    Silver.   Lombardy.  cottonwood,   b;ilni-of-Gilead, 
Catalpa,  linden  or  basswood,  elm,  beech,  chc>tnnt,  willow. 
Birches  :    black,  \ ellow  or  curly,  gray,  white,  wee])ing, 
Honev   locust,   common   locust,    ailanthus,   ash,    horsechestnut, 


84  Curriculum  of  Horace  Mann  Elementary  School 

Shag-bark  hickory,  pignut,  black  walnut,  butternut, 

Pine,  spruce,  hemlock,  balsam  fir,  juniper,  red  and  white  cedar. 

Dissemination  of  trees  from  seeds,  shoots  or  cuttings;  agents  of 
and  devices  for  seed-dispersal. 

Planting  of  acorns  and  maple  seeds;  transplanting  of  seedlings 
or  young  trees  to  country  homes ;  rooting  and  planting  of  wil- 
low-branches. 

The  Tree  as  an  Individual 

Its  life-problems  and  how  it  meets  them;  structure  and  func- 
tions of  the  different  parts  of  the  tree, — the  roots  and  root- 
hairs,  trunk  with  the  heart-wood,  sap-wood,  cambium,  inner 
and  outer  bark;  branches  and  twigs,  buds,  leaves,  flowers, 
fruits  and  seeds.  This  work  is  illustrated  by  an  abundance 
of  material,  microscopic  slides,  stereopticon  views,  transparent 
wood-sections,  blocks  cut  to  show  the  grain,  and  a  series  of 
simple  physiological  experiments  to  show  absorption,  conduc- 
tion, transpiration  and  starch  formation. 

The  Forest  and  its  Problems 

The  forest-floor,  undergrowth  and  canopy;  effect  on  rainfall; 
value  and  uses  of  the  forest,  its  care  and  preservation ;  care 
of  injured  or  diseased  trees;  reforestation;  legislation  con- 
cerning forests ;  government  reservations. 

Enemies  of  the  Forest 

Fungi,  their  work  and  life-history. 

Winds,    storms,   lightning,    snow,   ice,    sleet. 

Fires,  causes  and  prevention. 

Gnawing  animals :    rabbits,  mice,  the  beaver. 

Grazing  animals :    deer,  cattle,  sheep. 

Insects  :  moths, — the  gypsy,  brown-tail,  tussock,  tent  caterpillar ; 
plant-Iice  or  Aphides,  scales,  elm-leaf  beetle.  Life-histories 
of  injurious  insects  and  methods  of  dealing  with  them;  sub- 
stances used  for  and  ways  of  spraying  and  fumigation. 

Man,  the  careless  or  ignorant  or  avaricious  lumberman. 


Nature-Study  85 

Friends  of  the  Forest 

Birds.  (Not  only  the  relation  of  birds  to  trees  but  also  to  the 
garden,  to  crops  and  to  vegetation  in  general  is  here  con- 
sidered.) 

The  Bird  as  an  individual:  its  structure  and  life-history;  struc- 
tural and  color  adaptations ;  habits  ;  nest,  eggs  and  young ;  food 
and  consequent  value  to  man.  Something  is  learned  of  all  the 
birds  on  the  following  list :  English  sparrow,  starling,  grackle, 
junco,  chickadee,  nuthatch,  brown  creeper,  song  sparrow,  red- 
winged  blackboard,  robin,  blue-bird,  cedar  waxwing,  crossbill, 
meadowlark,  kingbird,  Baltimore  oriole,  goldfinch,  cardinal, 
scarlet  tanager,  indigo  bunting,  vireo,  humming-bird,  flicker, 
downy  woodpecker,  blue  jay,  crow,  cuckoo,  whip-poor-will, 
purple  martin,  cliff  and  barn  swallows,  a  few  game-birds,  the 
seagull,  an  owl,  hawk  and  heron. 

Migration:  Permanent  and  summer  residents,  winter  and  tran- 
sient visitants ;  causes  and  routes  of  migration. 

Bird-lists  are  kept, — both  class  and  individual. 

The  material  consists  of  pictures,  mounted  birds  with  nests  and 
as  many  live  birds  as  we  are  able  to  see. 

Visits  are  made  to  the  American  Museum  of  Natural  History, 
to  the  Zoological  Garden  and  to  the  Rambles  in  Central  Park. 

Illustrative  lectures :  "  Trees,"  "  Forests  and  Their  Uses," 
"Rivers  and  Their  Work,"  "Bird  Habits,"  "Bird  Adapta- 
tions." 

SIXTH  GRADE 

General  Science 

Up  to  the  Sixth  Grade  the  study  of  nature  has  consisted  mainly 
of  lessons  based  on  zoology  and  botany.  In  the  Sixth  Grade 
general  science  is  made  the  liasis  of  the  course  of  ^tudy  for 
boys,  the  topics  for  discussion  being  selected  largely  from  the 
fields  of  physics,  astronomy,  biology,  and  chemistry.  In  choos- 
ing topics  much  care  has  been  taken  to  find  those  which  par- 
ticularly appeal  to  the  boy,  and  which  serve  to  explain  in  a  siniple 
way  a  number  of  modern  mechanism-,  mechanical  devices,  works 
of  municipal  cni^'iiiecrin!:.  and  such  ]  i!uMiom(^"a  of  the  boy's 
environment    as    esncciallv    arouse    his    interest.      The    attention 


86  Curriculum  of  Horace  Mann  Elementary  School 

of  the  girls  is  directed  toward  a  practical  but  elementary  study 
of  health. 

Science — Boys 

In  presenting  science  to  the  Sixth  Grade  boys  it  is  our  aim 
to  meet  the  demands  of  the  curious,  create  a  liking  for  science, 
and  lay  a  broad  informational  basis.  Following  the  maxims  of 
the  more  progressive  educators  to  offer  a  study  in  the  light  of 
the  present  needs  and  interests  rather  than  as  a  preparation  for 
some  future  work,  "  to  search  for  the  pupil's  empirical  and 
natural  interests,"  we  build  up  the  year's  work  with  the  aid  of 
the  pupil's  suggestions. 

At  the  beginning  of  the  term  a  list  of  possible  projects  is  given 
the  class  and  the  boys  are  asked  to  choose  those  which  to  them 
seem  interesting  and  important.  Then,  after  the  course  has 
begun,  there  is  no  end  to  the  number  of  projects  which  either 
arise  from  the  pupils'  experiences  or  grow  out  of  these  first 
few.  In  helping  the  boys  solve  their  many  problems  no  thought 
is  given  to  the  divisions  that  have  been  applied  to  the  sciences, 
but  the  problem,  in  its  solution,  simply  engages  whatever  science 
it  will. 

A  brief  outline  of  a  type  lesson,  the  development  of  the  story 
of  the  submarine,  is  given  here : 

How  is  it  possible  to  make  the  submarine  float  or  sink  at  will  ? 

When  do  bodies  sink? 

Compare  this  with  the  rising  and  falling  of  an  aeroplane. 

Compare  the  submarine  with  undersea  vessels  for  purposes 
other  than  warfare. 

What  prevents  the  water  from  entering  the  vessel  when  a 
sea-bottom  searcher  leaves  it? 

How  is  the  submarine  propelled? 

What  is  the  advantage  of  having  both  a  gasolene  engine  and 
an  electric  motor  for  propulsion? 

What  are  some  of  the  possible  accidents  and  their  prevention? 
— foundering,   collision,  explosions,  asphyxiation. 

How  can  the  whereabouts  of  submarines  be  found? 

Study  the  progress  made  in  the  submarine  since  the  reign  of 
King  James  I,  covering  the  work  of  Day,  Bushnell,  Fulton,  Lake, 
and  Edison. 


Nature-Study  87 

Study  the  periscope — individual  construction  l)y  pupils.  How 
is  the  light  reflected  so  that  a  j)erson  under  sea  can  see  on  the 
surface  of  the  water? 

Several  projects   that   might   arise    from   a   discussion   of   this 
nature  are  ventilation,  gasolene  engines,  motors,  generators,  stoi 
age  hatteries,  uses  of  lenses  and  photography. 

A  few  of  the  projects  which  have  absorbed  our  attention  dur- 
ing the  past  year  are : 

Refrigeration. 

Water  supply. 

Ventilation. 

Automobile. 

Gas  engines. 

Mining,  explosions,  and  condition  of  air  in  mines. 

Pure  air— burning. 

Story  of  the  match. 

Progress  of  illumination. 

Eclipse  of  the  moon  (February  3,  1916). 

The  moon,  sun,  and  earth. 

Planets  and  stars. 

Meteors. 

Alotors  and  dynamos. 

Electro-magnets. 

Bells,  telegraph,  and  telephone. 

Story  of  the  Atlantic  cable. 

Wireless. 

]Musical  instruments. 

The  steel  age — to-day. 

Story  of  the  pencil. 

Science — Girls 

Two  periods  a  week  arc  devoted  to  the  study  of  health,  its 
value,  and  the  means  of  keeping  it  through  life.  The  snliiect 
matter  has  three  important  phases. — personal  hygiene,  p;-,''lic 
health,  and  first  aid  to  the  injured. 

Under  the  first  phase,  emphasis  is  laid  upon  the  fundan:c;ital 
health  habits  of  children,  such  as  good  posture,  personal  cl-'.i;'.- 
liness.  habits  of  eating  and  sleeping  and  outdoor  play.  The 
need  of  the   individual   is  stressed,  but  ahvavs   with  a    forward 


88         Curriculum  of  Horace  Mann  Elementary  School 

glance  at  the  greater  good  of  the  group  of  which  the  child  finds 
herself  a  part. 

The  proper  handling  of  the  questions  of  personal  health  pre- 
pares the  way  for  an  interesting  study  of  the  larger  field  of 
community  and  social  welfare  work.  The  work  of  the  city 
Board  of  Health  controlling  the  spread  of  communicable  dis- 
ease, of  the  street  cleaning  department,  of  food  inspectors,  all 
are  of  interest  to  the  child  who  has  a  growing  social  conscious- 
ness. 

A  period  of  several  weeks  is  devoted  to  the  study  of  the  simple 
principles  of  first  aid  and  home  nursing,  with  an  attempt 
to  give  the  child  a  knowledge  of  the  causes,  prevention,  and 
treatment  of  the  common  emergencies.  Each  girl  equips  a 
small  "  first-aid  box  "  which  is  judged  at  the  end  of  the  school 
year  with  regard  to  neatness,  completeness,  and  low  cost.  This 
work  is  supplemented  by  readings  assigned  in  the  best  text-books, 
printed  matter  which  the  girls  will  bring  in,  and  class-room 
discussion.  The  method  is  informal,  and  the  major  emphasis 
is  given  to  the  achieving  of  health  as  a  means  to  abundant  life, 
rather  than  as  an  end  in  itself. 


INDUSTRIAL  ARTS 

The  purpose  of  the  work  in  industrial  arts  is  to  give  the  pupils 
a  background  of  knowledge  and  experience  which  will  enable 
them  to  appreciate  the  industrial  aspects  of  modern  civilization. 
Just  as  the  work  in  geography,  history,  or  arithmetic  aims  to 
put  the  child  in  touch  with  those  aspects  of  his  environment, 
so  this  work  in  industrial  arts  is  an  attempt  to  bring  the  child 
into  sympathetic  and  intelligent  relationship  with  the  world  of 
industry  in  which  he  lives. 

Knowledge  and  appreciation  in  this  field,  is  gained  through 
actual  constructive  work,  explanations,  discussions,  demonstra- 
tions, and  excursions.  It  is  believed  that  the  knowledge  and 
appreciation  which  is  most  vital  to  the  child,  and  which  interests 
and  appeals  to  him  most,  is  gained  through  the  constructive 
work,  so  in  all  the  grades  more  time  is  given  to  this  phase  than 
to  any  other.  This  is  particularly  true  of  the  work  in  the  early 
grades.  The  work  is  organized  so  as  to  afford  the  pupils 
manipulative  work  in  virtually  all  the  materials  used  in  modern 
society  to  meet  the  primal  needs  of  man.  The  industrial  content 
consists,  for  the  most  part,  of  facts  relative  to  the  materials 
used,  their  sources  and  preparation,  the  technical  jirocesses 
by  which  these  materials  are  transformed  into  useful  pro- 
ducts, and  the  study  of  the  workers  as  ])roductive  individuals 
in  the  community.  Thus  an  industrial  attitude  or  viewpoint  is 
developed,  resulting  in  an  appreciation  of  and  interest  in  the 
world's  work. 

The  pupils  are  led  to  recognize  and  think  of  the  things  which 
serve  their  needs — food,  shelter,  and  clothing — as  the  products 
of  industry,  the  materials  of  which  they  are  made  as  the  materials 
of  industry,  and  the  workers  who  devote  their  time  to  con- 
strticting  these  things  as  large  contributors  to  human  welt  are. 
It  is  a  new  viewpoint  fi^r  the  child  when  he  realizes  that  clay. 
for  example,  which  he  has  known  as  a  play  material,  has  a  rep.! 
use  and  value  in  the  life  world:  th.at  the  making  of  things  with 

89 


90  Curriculum  of  Horace  Mann  Elementary  School 

it  occupies  a  great  many  people  every  day,  with  the  result  that 
he  has  dishes  from  which  to  eat  his  food,  ornaments  with  which 
to  beautify  his  home,  and  a  brick  house  to  live  in. 

Aside  from  the  general  information  gained  relative  to  the 
materials  of  industry,  the  work  of  the  artisans,  and  skill  in 
processes  of  manipulation,  appreciation  and  love  of  the  beautiful 
also  are  gained,  thus  functioning  directly  in  the  development  of 
good  taste  and  ability  to  choose  wisely  the  industrial  products 
which  are  required  in  our  homes  in  meeting  our  daily  needs. 

The  general  purpose  of  the  course  in  industrial  arts  may  be 
summarized  under  the  three  following  heads : 

1.  To  develop  an  appreciation  and  understanding  of  the  social 
and  economic  setting  of  industry  in  society,  and  also  an  intelligent 
basis  for  the  further  study  of  industrial  problems. 

2.  To  develop  appreciation  leading  to  the  intelligent  selection 
and  use  of  the  various  industrial  products  which  are  fundamental 
to  the  primal  needs  of  man. 

3.  To  acquire  sufficient  skill  in  the  various  industrial  pro- 
cesses to  construct  a  project  pleasing  to  the  pupil,  and  illustra- 
tive of  the  industry. 

The  aims  thus  set  forth  are  realized  through  a  study  of  the 
following  industries :  clay,  textile,  wood,  paper,  food,  printing, 
and  metal.  Aside  from  the  work  given  to  clarify  ideas  relative 
to  these  industries,  opportunity  is  provided  for  free  manipulative 
work  from  the  standpoint  of  expression. 

The  construction  of  projects  in  the  various  materials  enumer- 
ated forms  a  basis  for  the  acquisition  of  skill  in  manipulation, 
and  for  the  development  of  industrial  concepts.  Owing  to  the 
varying  local  and  individual  interests,  there  is  some  diversity 
of  projects  from  year  to  year,  but  the  basic  principles  for  select- 
ing these  projects  remain  the  same: 

1.  Projects  must  be  of  real  and  vital  interest  to  the  child,  and 
present  a  problematic  situation  which  he  can  solve. 

2.  Projects  must  be  so  selected  as  to  permit  of  systematic 
development  and  successful  achievement  of  the  manipulative 
processes. 

3.  Projects  must,  so  far  as  possible,  illustrate  or  typify  modern 
industrial  processes. 


Industrial  Arts  91 

4.  Projects  must  be  so  selected  as  to  allow  some  opi)ortunity 
for  individuality  in  structural  or  decorative  desi<^n. 

The  relation  of  the  industrial  work  to  the  study  of  Xew  ^'ork 
City  is  set  forth  graphically  in  the  chart  under  the  gcfjgraphy 
course.^  The  general  method  of  procedure  is  to  study  first  the 
industries  in  their  broad  relation  to  human  life.  With  this  as  a 
background  the  local  setting  of  the  industry  is  then  studied  in 
detail,  such  topics  being  developed  as  the  extent  and  Icjcal  im- 
portance of  the  industry,  the  conditions  under  which  the  industry 
is  pursued,  and  the  general  personal  and  community  problems 
resulting  from  mal-adjustments  of  the  industry  to  the  welfare  of 
the  worker. 

FIRST,  SECOND,  THIRD,  FOURTH  AND  FIFTH 
GRADES 

The  boys  and  girls  work  together  in  the  tlrst  five  grades,  and 
follow  virtually  the  same  course  throughout.  In  the  First  and 
Second  grades  the  work,  with  the  exception  of  that  in  wood,  is 
done  in  the  class  room.  Much  of  the  work  is  planned  in  con- 
ference with  the  grade  teacher,  because  of  the  close  relation 
which  exists  between  it  and  the  other  lines  of  school  work.  All 
the  work  is  supervised  by  the  special  teacher,  and  at  least  one 
lesson  a  week  in  each  grade  is  taught  by  her.  The  grade  teacher. 
with  the  help  of  the  industrial  art  assistant,  takes  charge  of  the 
other  two  lessons.  In  the  Third,  b^ourth,  and  I'ifth  grades,  all 
the  work  is  done  in  the  hand-work  room  and  is  taught  ])v  the 
special  teacher.  In  all  the  grades  the  work  in  fine  and  indus- 
trial arts  is  very  closely  related,  as  many  of  ihe  jtrs^jects  are 
designed  in  the  former  and  carried  out  in  the  latter.  Xincty 
minutes  a  week  in  thirtv-minute  periods  are  given  to  t!ie  snhiect 
during  the  first  and  second  years,  and  eighty  miinites  a  week 
in  forty-minute  ])eriods  during  the  third,  fourth,  and  fifth  _\-ears. 

The  work  develops  from  a  consideration  of  the  common  needs 
of  the  individual  for  food,  clothing,  and  sheller,  aiid  in\"iil\-e-^  a 
studv  of  the  clav.  paper,  wood,  textile^,  .and  fnod  iiidu-^trie^  as 
the  means  wherebv  these  necessities  oi  life  are  supplied.  l"he 
study  of  an  industry  consists  of  the  pm'ely  inforn;ational  wi>rk 

1  See  page  2)-- 


92  Curriculum  of  Horace  Mann  Elementary  School 

CHART  SHOWING  THE  CONSTRUCTIVE  WORK  IN 


INDUSTRY  OR 

INDUSTRIAL 

MATERIAL 


Clay 


Toy     dishes,      paper 
weights,  trays, 
marbles. 

Orange,  lemon. 

Model    vegetables    of 
plasticine  for  store. 


Textiles 


Rug,  curtains,  etc., 
for  doll  house  on 
cardboard  looms. 
Doll  hammock  on 
wooden  frame  loom. 
Reed  work  basket. 

Pan-lifter    and    work 
apron. 


GRADE  II 


Fern  dishes,  tiles. 

Indian  bowls,  beads. 

Jack-o-lantern. 

Snow  man,  Indian 
figures.  Apple, 

pear,  pumpkin. 


Indian  suit,  head- 
dress and  mocca- 
sins, shoe-bags, 
bookmark,  mat, 
rugs  for  Indian  vil- 
lage. 

Print  cloth. 

Indian  loom. 


GRADE  III 


Bricks  for  house. 
Tiles  for  fireplace. 
Flower  pots,  art  tiles. 
Relief     of     rosette     or 
flower  form. 


Wool-wash,  card, 

spin,  etc. 
Penwiper. 
Plain,  mixed,  striped  and 

plaid  cloths. 


Wood 


Looms,  doll  furniture, 
hammock,  stands, 
farmhouses,  Eskimo 
sleds,  etc. 

Wren  house. 


Ring  toss  game,  bean- 
bag  board. 
Tile  mold. 


Brick  molds. 
Continuous  warp 

looms. 
Framework    of    house — 

cutting    flooring    and 

shingles. 


Paper  and 
Printing 


Booklets,   box,   paper 
the  doll  house. 


Booklets. 

Box  with  hinged  cover. 


Box  with  fitted  cover. 
Booklets. 


Concrete 


Metal 


Foods 


Boil  water. 

Make    bouillon    and 

cocoa. 
Make  apple  sauce. 
"  Cranberry  "  for 

Thanksgiving  party. 
Bake  an  apple. 


Cook  prunes. 

Pop  corn. 

Make  Indian-corn 

bread. 
Make  oatmeal  cookies 

for  Thanksgiving 

party. 


Make  jelly. 

Can  apples. 

Make  butter  and  cheese. 

Cocoa,  junket. 

Ice  cream. 


Group 
Projects 


Farm  scene. 
Eskimo  village. 
vStore. 
Thanksgiving  party. 


Indian  village. 
Pueblo. 


Brick  house. 


Industrial  Arts 
CONNECTION  WITH  THE  VARIOUS  INDUSTRIES 


93 


GRADE  IV 

GRADE  V 

GRADE  VI 

Terra  cotta  for  house. 

Plates,  paper  weights,  candle- 
sticks. 

Tomato,     beets,     carrots,    in 
round  and  in  relief. 

Vases — Mosaics. 
Birds    in    relief,    animal    in 
round. 

Weave  diagonal  and  figured 
cloths,  sofa  pillows  or  rug. 

Rugs,    curtain,    pillows,    etc., 
for  apartment  furnishings. 

Weave  class  rug  on  Colonial 
loom. 

Experiments  in  testing  and 
dyeing  wool,  cotton,  silk, 
linen. 

Needle-book  (girls). 

Work  bag  (girls). 

Weave  reed  basket  and  dye. 

Framework    of    house — nail- 
ing floor  boards  and  shingles. 

Build  and  make  furniture  for 
apartment. 

Book  rack,  waste-paper 

basket  (boys). 
Molds  for  Alosaics. 
Molds — for     foundation     of 

brick  house  and  hearth. 
Mould  and  deckle. 

Shelf,    clock    frame,    pic- 
ture frame  and  necktie 
rack. 

Paper  apartment. 
Stencil  and  print  papers. 
Calendar  mount. 

Letter  pad. 
Make  paper. 

vSct  Mosaics. 

Pour  foundation  and  hearth 

for  brick  house. 
Make    concrete    blocks    and 

build  with  them. 

Copper  trays. 

Brass  corners  for  desk  pads. 

Building  nie*al  motor 
boat. 

Cook  a  ct  real. 
Potatoes  (cream). 
Cook  macaroni. 
Make  muiTms,  baking  powder 
biscuit  and  bread. 

vScramVilo  e,i:;,i;s. 
Make  omelet. 
Cake  and  candy. 

Brick  house. 
Apartment. 


Brick  house. 
Frame  house. 

Cook    and    serve    luncheon 
f(,.r  teaeb.ers. 


94  CurriculiDH  of  Horace  Mann  Elementary  School 

and  the  manipulative  work.  Both  are  represented  in  each  grade 
(this  is  not  true  of  every  industry,  at  present,  but  will  be  in  the 
course  of  time),  the  former  occupying  comparatively  little  of  the 
time  in  the  First  Grade,  and  increasing  gradually  in  proportion 
as  the  grades  advance.  The  children  are  much  interested  in  the 
purely  informational  side,  when  it  is  presented  to  them  simply 
and  clearly.  They  are  especially  interested  when  pictures  can  be 
secured,  or  visits  made,  to  clarify  their  ideas.  ]Many  of  the 
children  have  traveled,  and  have  visited  factories  of  various  kinds 
in  different  places,  so  that  they  frequently  are  able  to  add  to 
the  pleasure  and  interest  of  the  class  by  telling  of  their  experi- 
ences. The  children's  chief  interest,  however,  is  in  the  doing 
and  in  the  object  they  are  making  as  an  end  in  itself.  No 
special  division  of  time  for  the  two  parts  of  the  work  is  made. 
From  time  to  time  a  whole  or  part  of  a  period  is  used  for  dis- 
cussion, or  the  oral  or  written  reproduction  of  a  subject  which 
has  been  discussed.  Some  of  this  reproduction  work  forms  a 
part  of  the  work  in  English. 

In  the  First  Grade  the  special  object  is  to  establish  a  point  of 
view  or  general  industrial  attitude  toward  the  everyday  things 
the  children  have,  rather  than  to  accumulate  any  amount  of 
knowledge  or  to  develop  technique.  The  children  are  introduced 
to  various  industries  and  industrial  materials,  and  learn  a  few 
simple  facts  about  them,  for  example,  as  to  sources — that  cotton 
comes  from  a  plant  and  wool  from  sheep.  The  work  is  closely 
related  to  the  lives  and  experiences  of  the  children. 

In  the  Second  Grade,  some  of  the  primitive  aspects  are  con- 
sidered through  the  study  of  Indian  life,  while  from  the  Third 
Grade  on  the  work  develops  more  definitely  along  industrial 
lines. 

1-Vjr  the  sake  of  being  able  to  follow  more  readily  the  study 
of  a  s])ecific  material  through  a  series  of  grades,  the  work  with 
clay  may  be  described  as  follows  : 

The  following  story,  made  by  the  First  Grade  children,  will 
serve  to  show  the  beginnings. 

Clay  is  a  sticky  kind  of  dirt. 

Clay  is  different  colors. 

Miss  Weiser  showed  us  a  block  of  colored  clay. 

The  colors  were  red,  wdiite,  gray,  yellow,  and  brown. 


Industrial  Arts  95 

Some  Indians  dug  this  clay  out  of  a  clay  bank,  and  made  it  into  a  cube. 
Clay  must  be  wet  before  it  is  used. 

We  use  many  things  made  of  clay, — china  dishes,  china  ornaments, 
bricks,  and  flower-pots. 

Many  people  work  in  factories  every  day  to  make  these  things  of  clay. 
Things  made  of  clay  must  be  baked  before  they  can  be  used. 
We  saw  the  oven  where  our  clay  things  are  baked. 

In  the  Second  Grade,  the  study  of  clay  as  a  material  is  carried 
a  little  further,  and  the  children  learn  what  has  heen  done  to 
pre])are  the  clay  for  use  he  fore  it  comes  to  them,  and  see  pictures 
of  the  machines  used.  They  also  take  some  lumps  of  dry  clay 
and  make  it  ready  for  use  hy  goin^^  through  similar  operations 
hy  hand.  They  visit  the  kiln  and  learn  more  ahout  it.  They 
make  a  tile  and  learn  the  use  of  a  wooden  mold  in  shaping  wet 
clay,  also  how  dry  clay  is  used  to  make  the  small  floor  tiles  with 
which  all  New  York  children  are  very  familiar.  A  study  of 
Indian  pottery  is  made,  and  the  method  of  coiling  tried.  Clay 
as  a  huilding  material  is  then  introduced  in  the  making  of  the 
puehlo. 

In  the  Third  Grade,  the  study  of  this  material  is  continued. 
It  is  learned  that  clay  is  a  kind  of  soil  made  by  the  decomposition 
of  particular  rocks,  and  that  there  are  different  grades  of  clay 
which  have  various  uses.  The  children  tell  of  their  experiences 
in  finding  and  identifying  clay  in  the  country  and  elsewhere. 
They  make  a  flower-pot,  and  afterward  see  one  shaped  nn  the 
potter's  wheel. 

The  use  of  clay  in  buildings  is  further  developed.  This  leads 
to  a  study  of  the  brick-making  industry,  talking  up  the  various 
processes,  the  machinery  used,  and  ending  witli  a  brief  In.-tnrical 
sketch  and  survey  of  the  industry  as  it  exists  in  tlii-  coniury  at 
present,  and  es])ecially  in  Xew  \'ork  State  and  in  ilic  Ihiil-on 
River  X'.alley.  While  making  this  study,  they  rmi^lruct  Iiricks 
in  molds  and  build  the  walls  of  a  small  brick  hMU>e  i  -ee  ilKi-tra- 
tion  )  using  tiles  that  they  have  made  them-el\c>  to  l)Uild  a 
fireplace. 

In  the  lunirth  Grade,  the  conijM)sition  of  clay  i-  con-^idered. 
and  the  subject  of  kilns,  their  firing,  stacking,  ;in<l  temperature 
cones  is  referred  to.  ."^onie  niodern  wa\'s  of  making  <b.-!ies — 
joll\-ing  or   iigging,   and   pre<-ing — a-^   well   as   tiring,   decorating, 


96  Curriculum  of  Horace  Mann  Elementary  School 

and  glazing  are  studied.  A  plate  is  made  to  illustrate  some  of 
these  processes.  The  terra  cotta  industry  is  also  studied  and 
some  artificial  stone  is  made  for  the  brick  house. 

In  the  Fifth  Grade,  the  children  make  more  artistic  pieces  of 
pottery.  In  this  connection  they  learn  about  the  composition  and 
mixing  of  glazes,  the  tests  of  colors,  the  action  of  fire  on  glazes, 
the  processes  of  shaping  in  plaster  molds  by  lining  the  mold  and 
casting,  and  how  a  plaster  mold  is  made.  On  the  informational 
side  they  gather  a  few  important  facts  about  the  history  of  pot- 
tery making,  the  industry  as  it  exists  to-day,  the  number  and 
location  of  the  principal  factories,  the  capital  invested,  and  the 
conditions  under  which  the  laborers  work.  The  children  also  be- 
come acquainted  with  the  values  and  characteristics  of  typical 
American  and  European  wares.  Glass  making  as  a  closely  related 
industry  is  briefly  considered. 

The  following  is  a  more  detailed  outline  of  all  the  work  of 
each  grade. 

FIRST  GRADE 

Industries  :    Clay,  Paper,  Textiles,  and  Wood 
Clay. 

Source,  uses,  and  main  characteristics. 

Processes  involved  in  making  things  of  clay,  as  shaping,  drying, 
firing  (visit  kiln),  and  glazing. 

^Manipulative  Work :  Toy  dishes  and  ornaments  for  doll  house, 
marbles,  paper  weights,  and  trays,  involving  the  operations 
of  rolling  and  rubbing  to  prepare  the  clay,  and  tapping  and 
pressing  to  shape  it.  Most  of  the  things  made  in  this  grade 
are  shaped  from  one  piece  of  clay.  Each  article  is  the  result 
of  one  lesson's  work,  though  the  children  may  try  several 
times  on  the  same  thing.  The  paper  weights  and  trays  are 
sometimes  decorated  by  pressing  pumpkin  seeds  into  the 
clay,  while  it  is  soft,  to  form  patterns,  the  latter  having 
been  made  beforehand  in  the  art  class.  After  this  the 
objects  are  painted  and  shellacked,  or  glazed  by  the  children. 
Plasticine  is  used  for  modeling  the  orange  and  lemon.  This 
precedes  the  cutting  and  drawing  of  the  same  in  the  art 
work. 


Industrial  .Iris 


97 


Paper. 

Uses.     Of  what  made. 

Manipulative  Work:  I'aperiui^  doll  lidu^e  and  niakiti^-  -iiiiple 
booklets,  boxes  and  ornanirnts  idr  the  (.  hri-tnia^  tree,  in- 
volving-   foldini;-,   cutting,   and   ])astin^-. 

7"e.i7;7e.s-. 

I'ses    and    sources    of    wool,    >ilk.    cotton,    and    linen. 
Identilicalion    of    wool    and    silk;     children    cannoi    u-ll    linen 

and   cotton   a])art,   hut   can   di-^tinl^ui^h   both    from    wool    and 

silk. 


I'diUrw      (irai'k-    i    l^-    \' 


Main  ])n  H-r-,v('<  :    Twi-tin^-  into  tlirrad.  w  ra;  mil;",  kiuuiiiu.  iii;ik- 

mi;"   clothing-,    cultim;-   jiatlcni.    ■^cwniL:'    i  hand    and    ipaclimf  i , 

titling-. 
.M  am'])nlati\'c    Work:      1 'aiiliMldri-,    a|iriin.    cnr;:iin-.    rn:;-.    dc. 

tur    doll    hon-e,    hammock    tor    diill.    and    ncd    work    ha-kct 

with    wdodcn   hottimr 

IW-od. 

I  '--(•-  and  -ourcc. 


98  Curriculitm   of  Horace  Mann   lilenicntary  School 

Main  processes  in  wood  construction:  sawing,  planing,  nail- 
ing, and  staining. 

Principal   tools :     saw,   plane,   haninier,   etc. 

Manipulative  Work:  Farm  house,  barn,  w'agons,  birdhouse, 
loom  frame,  hammock  stand,  and  doll  furniture,  involving 
measuring  and  nailing.  Some  of  the  measuring  is  done  as 
a  part  of   the   arithmetic  work. 

Tools:    Hammer,  back  saw,  mitre  box. 

Illustrative  Work.     Grou])  ])rojects  : 

Farm  scene.     Eskimo  village.     Dillerent  stories,  or  scenes 
from  stories. 
Foods. 

Some  of  main  groups  and  their  sources.  Farnis,  the  market, 
and   the   store. 

Fire:    Main  cooking  processes. 

3^1anipulati\e  Work:  Make  bouillion  from  cubes,  cocoa  from 
the  prepared  cocoa,  apple  sauce  and  cranljerry  sauce.  Bake 
ap])lcs. 

Busy  \\ Ork  :  Knitting  (jn  toy  knitters,  weaving  mats  and  other 
articles  on  cardboard  looms,  and  making  horse  reins  of  cord. 

Modeling  in  cla\'  and  pla>ticin(,'.      I""ree   work  in  wood. 

SFCOXl)  GR.VUl-: 

l.\i.)rs'rKii;s :    C\.\\ ,   1*.\i'i;r.   Tilx'I'iliis  .wd   Wooo 
Clay. 

Kexiew   of    work    i)\    Vw>i    (jrade. 

Main   ])r()cesses   in  ])re])aring  clay    for  u>e  :    digging,  grinding, 

sifting,   mi.xing  with   water,  and   i)re>>ing.      Pictures  of   ma- 

chiner\-  used. 
X'i'^it  to  our  \s.\\u  :    (  )t    wliat   material  made,    Iticl  u>cd,  general 

])rinci])lcs  ol  ()])rrati()n,  time  i-ecpurcfl  loi"  firing  our  claw 
Use   of    iiiol(P    in    >bajiiiig   cla\-. 
Tile-tiiaking  indu'-try.      l'>e  ot    (lr\-  claw 
Indian  ])ottcr\.      Ihiilding  b\-  coiling. 
Maniimlat  i\'c    W  oi-k  :    l'"crn    dishes.    \\\v<    (in    wooden    molds). 

bo\\l>  (  Indian),  jaclx-o-lantern^,  snowmen,  and  Indian  bead-. 

in\-ol\ing  ^anie  operations  as  in    bir-^t   ( irade,   with  kneadiiig 

(•]a\-.  lilHng  a  mold,  and  >lip  painting  (  de>ign  ofi  tilej   added. 


1  iiiliislrui!  .  Ills  'ft 

Mddcl  apple  and  pcai-  in  nMiiwl.      I  )i-aw  -aiiic  in  L^i"np  '  on 
cla_\'  till')  and  iiukK-I  \cr\    -li-hiK. 

JMioklcts    tor    mounting;,    pictnro. 

Indian  books. 

l)OX   with  hiiiijc'd  co\(T. 


3^=:^ 


V^i* 


Wnud  Wnrk,     (.i-a.K-  I  and   II. 

Tcvtilcs. 

rriniitixc  cloth.  skin>  and  hark,  pattern--  painted  on. 

(  )nr  printed  cloths  :   ]^ind^. 

Xeedle^  :   primitixe   and   modern. 

I'se    o!    skins    in    onr    cloihini;':    ^hoe^,    ulo\e-.    tnr-.    aiiii    hats 

(  t'elt  ). 
l\nitte(l  ^■oo(l>. 

Indian  loom.  >lmtt]e.  warp,  \\ooi". 

-Manipnlatiw    W Ork  :      Indian    "-nils,    jirinl    clotli.    hudk-inark. 
shoedia^:    and    Indian    rui;'   or   hiankei. 

ll'nrnl. 

I  )irrerem  kind-  of  wood. 

.\ame-  (il    --(nue  cimnnini   \\'o(id-. 

.Mam     pi-oce-^-e-     in     Inmliei'inL:.     lellinL;'.     -awii'.L:     nii^'     plank-; 

Inmhei-  \-ai"d-. 
M  ampn].ati\"e  \\(ii'iv:     I'liw-  aiKl  ;irro\\-,  rn;^  ■'--   L:a'"'-.  k'-a".- 

hau    hoai'd.    and    tile    mold-.    in\"o]\inL;"    mea-r.r;;iL:,    -^lK.rin^^ 

sawni^;'.  horiiiL;'.  nailiiiL.;",  .and  L:In!nL;. 


100        CnrriculiDn  of  Horace  Mann  Elementary  School 

Tools.     Try-square,  back  saw,  mitre  box,  hammer  and  brace 
and  bit. 
Illustrative    Work.      Group    Projects:     Indian   village.      Pueblo. 

Theatre. 
Busy    Work.     Cross-stitch   mat,    reed   basket    (wooden   bottom), 

rugs,  and  crocheting. 

Foods. 

Corn  :    Indian  uses  of  corn. 
Primitive  ways  of  cooking   (Museum). 

Idea  of  preserving  food  for  use  at  some  future  time,  drying. 
^Manipulative  Work:    Dry  a])ples,  cook  prunes,  \)0\)  corn,  make 
Indian  corn  bread,  make  oatmeal  cookies  for  Thanksgiving 
]jarty. 

THIRD  GRADE 

IxDUS'iRiKS :    CLA^•,   Paper,   Textiles  axo   Wood 
Clay. 

More  dct;..iled  study  of  clay  as  a  material. 

.Soil  and  its  formation.  rock>  which  ]M'oduce  clay — feldspar. 
Different  grades  of  clav — kaolin.  Characteristic  differences 
between  clay  and  other  kincls  of  soil.  Experiences  in  hnding 
and  iclentif \-ing  cla\",  b(nh  wel  and  clry.  .Stories  about  dis- 
co\-cr\'  of  u^e  of  clav.     "  (jranrlnia  Kacjlin  "  story. 

Poller">  wheel  a>  a  method  ol  -haping  clay.  Demonstration  of 
the  making  ot    a  tlo\\cr-])ot   on   wheel. 

Cla\-  a>  a  building  material.  I'.rick  making;  proce>>es.  ma- 
chine.--, a  t\])ica]  brick\ard.  and  it^  c]a\'  l)an]xv.  I 'rick  indus- 
irv  in  thi-  eounli'v  a>  to  co-t  and  ]<inds  and  ipiantities  of 
brick--  ])roducefl.  'he  llud>()n  \  alle\'  as  a  brick-making 
center:  the  -tale  wliicli  lead-  in  thi>  indu-trw 

Priel"  historical  -ketch  of  brick'  mak'ing.  The  slor\-  of  the 
(  hildren    oi    1-rael.      I'rimili\c   brick    making. 

Prick'  la\-ing :  flow  brick-  are  jdacefl  in  a  wall,  mortar  and 
tool-  u-ed.     The  u-e  of  brick-    for  jiax'tng. 

New  \'ork  (  it_\'  a-  a  market  I'lr  brick-.  Prick  hou-e-  having 
an  iron  -Iructure.  W  atch  <nn\v  building  being  built.  'J'he 
liuilding  1  )e])artniein  ot  Xew  \'ork'  ( 'it\' :  some  of  its  simple 
requirement-    lor  -atet\'. 


I ndustriiil   .  Iris 


lUl 


-MaiiipuL-ilivc  W(.rk:  I'h.wrr  pot-  and  ,^auc<T^.  I,rick>  and  tik-s 
for  ihc  l)un-al()\v,  and  art  lilc..  The  I'ollowiii-  ..j.cratioiis 
ari'  a(l(k-(l  in  ihis  ^r.-uk- :  working  to  a  <^]\ru  lici-lit,  li;iin- 
nuM-in^-  a  kaxa-r  of  cka\-  to  a  .^ivcii  thickiic^^.  ih,-  u-c  of  the 
tool  in  cutiin-  ckav.  tracin-  ck-.i-ii.  on  art  tik->.  an<l  paintni- 
citluT  ihf  (k'-i,^ii  or  the  hack-i-oiind  with  rok)i-cd  -\\]>. 
Layni,>;-  hrick  walk^  and  tik-  lircpjacc  in  knn^ak  iw. 


I'.uii-al'iw.      ( ,VA-\c^    ilk    1  \',   ar.ii    \" 

i'.rirk    W-:-k      (.r.-i'K'    IN. 

Terra    ( 'otta      (  .raiK'    I  \\ 

( '.  iiUTrto   a!i'!    I  'Ia-lr;-;::i:      (  i'-a>lr    \  . 

i-'i-aiiu'wnrk      (  ,i-ai!r-    III.    1  \  ,   aini    \" 


.\i't  iiiodclini:  :  l\M-ci;r  iir  iImwct  iim-ik  m  ;■.-:•(■!' 
I'll'  iMMik'hnL;  oi  |ici;d-.  I  hi-  mjuirc-  nii'Vr  ;':,;:i 
and    nuiiKc-   a    new    u-c   I'i    ihf    liiii!    in    rf!  i '\  ^:;- 


Ui'i  lund.      Th.i-    w  I  ifk    \i  >]]'  >\\  - 
ai't    cki--. 


102        Citrriciditiii  of  Horace  Maiiii  Elementary  School 

Paper. 

Making   of   liox   with   ritted   cover  at   Christinas   time,   simple 
l)ooklets  for  mottnting"  pictitres.     Cloth  hook  and  cook  hook. 

Textiles.     Animal  fihres  :  wool  and  silk. 

\\'oc)l :    Sheep  and  other  wool  hearing  animals. 

AA'ooI  as  a  hhre.  processes  of  preparation,  shearing,  washing, 
carding,  spinning.  Machines  nsed.  Demonstration  of 
carding  hy  hand,  and   spinning  on  wheel. 


11  nil  nail  AW      I  lUcriur    \  :c\\". 


."^liccii-rai-ing    ciiuiilric- :    -hct-j)    rai-ing    in     I  nited     States. 
\  vrv  lirief   hi-torical   -la-tch.      Ilihlr   reUTcnct--.      Stnry  of 
Ja-nn   and   (inlfh-n    |-'Icccc    frdni    ""  Tanglew  nod    Tale,-."" 
.Manufacture  of   wimlcn   gciu]-   in   the    l.'niled   State>. 
-ilk  :    'I  lie   -illx'   \\"<  ■nil. 
The    -iil<    thread:   ]'rnci'--c-    nf    ]  ircparatii  mi,    machine-    ti-ed. 
."-^illx    1  M-( '(luring    C'luntrie-. 


Iiiihislruil   .Irts 


10.? 


Storio  of   tlic  (in'L^in  ni   -ilk.      I'.rid'   lii-tnrCil   -kdrli.      Sillv 

niamil'arlui'c  in  llir   I 'iiilc(l  Slated. 
Xcw    \  nvk  (  it_\-  a-  a  market    \<iv  -^ilk  ami  \\o(ilfii  ^ihmI-. 
Cloth    \\ca\ini;    and    the   runtimmu-    warp   luoni. 
I  he    ■-cKcd.m- ;    c-iil(i]"    (lc-iL:ii-.       .\li\c(l,    -ti'ipcil.    and     plaid 

cdoth^. 
kinitinL;'  and  ci'i  iclid  inu. 


mx^  mn  -ss! 


A«a 


.4.  if        V 

■f  f  ?.    t 


^■^  1  I-- 


stti'Iy   in    CI..!]!    Dr-i-n      IM;i'.!^.     <  .-i''-    Mi 
Mani])nlati\r  W'-irk:    Shear,  wa-li.  car<l  and  -pin  W' "  >'  hy  hand 

I  )e-iL;il     and      \\ea\e     -(inie     nl      the     .ah'i\e     de-lL:'!!-.         Mal.i 

ciMitinnun-    wai'p    kiMni.    \\ea\e     -tnii     >'!     k-;i'i:'.     1 'M    ■;    :■.•]< 
inak:e    intu   hau'   >>v   -carl. 
('•■Mchel    -(.-an'.  i.-.ai'i-iaL'e   hlanlxci,   -weater  <  .r  civ    i"-:  d.^.Ih 


>:c\\-.  -awnn'N:  \  i-il  eariH^iner  -Iimji  a; 
M  ani]  lulalix  e   \\  ^  >v]-.  :      \--i-l    in  rninn- 
and    cniiniL:    dnnyle-    \ir,-    1  ^nn^a;' 'W. 
Make  hrirk  in-ld-.  a-id  e..n;inn-n-  wa- 


(   Vi  I--  -1  iu'li.   w  ea\  in^:'.  rri  v'he:  inL;. 
A  I  'la\'  -ii  a"e  1  <v  n!a''ke-   n:ad>-  "'    : 


104         Citn-iculitm   of  Horace  Mann  Elcinoitarx  School 

The  following  is  a  typical  paper  written  by  one  of  the  pupils 
in  connection  with  the  work  of  this  grade. 


Procksses   IX    Brick    Making 

Have  you  ever  wondered  where  the  bricks  in  your  house  come  from'' 
They  have  a  long  story.  First  they  were  nothing  but  clay  in  clay  banks. 
At  last  it  was  taken  in  carts  to  the  brick  factory.  The  clay  had  to  be 
cleaned,  of  course,  but  the  main  processes  in  making  are  shaping  or 
molding,  drying  and  firing.  You  can  make  bricks  by  hand  or  machinery, 
but  they  have  to  go  through   these  three  proce^^es. 

Foods. 

Preservation  of    foods:  canning.   prescr\-ing,   salting,   pickling. 

cold     storage.       X'isit     Franco-American     ]"'ood     Company's 

factory. 
Milk,  butter,  cheese  as  food>  :    ]\lilk  supply  of  Xew  York  City. 

\'i<it  Sheffield  l^^arnis  Dairy  to  see  moving  pictures. 
]\Iani])ulative   Work:     ]\Iake     jelly,    can     fruit:    make    cocoa, 

junket,  ice  cream:  make  butter  and  cheese. 

I-OURTli  GRADi: 

l.xDUSTRiKs :    Cl.w".  Ti:x'nLi:s,  .\xi)  W'oon 
Clay. 

Pottcr\-  indu>lry  :    The  making  of  china  di>he>  :  making  plate- 
mould  ol  pla-ter  :  method:-  oi  decoration,  glazing,  and  firing: 
kilns:    ^])ecial    ^tud_\"   of   otu"   kiln:   it>    >tructtu'e   and   ojjera- 
tion,    telling    temprratiu'e    b}'    cone>.    what    happens    to    cla\' 
imder    lire:    l*)i>ctut    tiring,    glaze    tiring,    .^lacking   and    tem- 
])eralure    fur   e;ich. 
Ihiilding   u>e:~   ot    clay.      Stone:-   cnmmonK'   u■^ed    for   building. 
Ouan-ying.      Clay    a-    a    ^ub>titute     for    ^^tone:    ap])earance, 
strength,  tire  tc-t-.      'JTc  terra  coua   indtr-tr\-.      I  billow  tile; 
it>  manutaeture  and  U'-c. 
Mani]iulati\'e  W  oiT  :     I'latc^  and  terra  coita  jiiece--   for  bunga- 
low.    'J'he   tormer  made  on  ]ilatc  moukl-. 
Art  modeling:    \'cgetablc   form-  in  roiiiul.  and  built  u])  half 
roviufl  on  tile>. 


I )nlttslruil   .Iris 


105 


Paf'i'r. 

Slfiicil  wall  i)a]irr>  and  jtapcr  apartiiu-nl  :  make  calcivlar 
iiumiit   and   wrilini;"  [lad. 

Textiles. 

Delaik'd  study  ot  two  principal  \c^'ctalilc  lihi-f-  icmtun  and 
linen)  as  to  s^rowth.  procf^^c--  oi  prcparatii  m  fur  n-«-  and 
machinery  (  in\-enti)r^  ) .  Su])pl\-:  Xew  \  nrk  ("il\-  a-  a  mar- 
ket. Tlu'  clotliiiiL;"  indu>lr\-  in  Xew  \'(irk  (itw  Minwr 
\'e^"etal)le  td)res  ;md  their  n^e>.  Sim]ile  wnxeii  de-iL,Mi- : 
diagonal  and  tiutn'ed  ckuh.  l-'out  kiinn-.  power  Iihuu-, 
Names  and  price-  df  iirincii)al  kind-  i>\  c>>\{<>\\  and  linen 
cloth. 

kuL^   and  carpet    \\ca\ini;". 

.M  anipulative    Work  : 

W  ea\e   diagonal   and   S])()t   desii^iis. 

-Make   necessary    furni-hini;"-    for  >niall   ajiartment. 

\\  ea\e    lari^e    rui;<    on    hand    loom-    ami    cla--    rn^    on    font 

li  K  im. 
\\  ea\e   -ota   pillow   co\-er-   in   diaijonal   ainl   -]'ot   de-i^n-. 
Make   doll   clothe-,   and   knit    -weater.   -cai'l'   or  cap    for  (k.Il. 

Lumherini^':    it-    proce--es. 

."structure  ot    wood:  lihre-,  ^rain. 

1  lard   and   sol  t    wi  lod-  ;   -upplw 

.M  anulacturt'  ol    turnitnre    iL^eiierali. 

.^andpa]ierinL;'  and   -laininu". 

.Manipnlati\  e    W  oi'k  :     .\--i-t    with    woikI    work"    !oi-   hunL'.ak '-.v  ; 

cultinL;"    .-hin^ie-    and    -hinuliiiL:"    roof.       I'.ni'd    and    frirni-'i    a 

.-mall    apartment. 


I-o.xis. 

Cereal-:     \\'he;it,    -tarch    a-    a     fo,,d.       i'.rr:id    M:op!\     of     W-w 

\'ork    rit\':    \-i-it    one   of    the    lar-c    k.ikrrir-. 
Manii.ukitive    \\o--k  :     ^  Mok    a    crrra!  ;    !..i!.    ••    :J!.    c---v    and 

hake    i>otaloc-:    hakr    mntiin-.    h.-ilxUiL;    p'lw  d-r    '■■-cm:    •■:  ;kf 

Liriddle    cake-. 


106        Cnrriciilnm   of  Horace  Maim   Elementary  School 


Loom   aii'l    Kuu-.      <Jra<L    1  \' 


/ lulitstntil   .  h  Is 


107 


I'll'  111    CRADl-: 
.MATi;kiAi.s :     ('\..\\.    i'i.\sii,K.    (m\,i<mi,    (,i.\.-,-.,     Ii.\iii.i.>, 

AM)    \\  Ml  i|) 

C7(/_v. 

TIk-  potltTV   indusiry   in  the   I'liilrd   Sl;itc- :   it-  cxlciit.  -fiicral 
location,  main  [m  )it(,M-_\-  center--:  WMrkrr-.  \\a-r-.   i"actoi-v  con- 
ditions, 
r.ricf    historical    -ketch    ot'    (kAelopmenl    ol"    indn-tr\'     in     this 
couiitr\-. 


\\"<uj<l    W'nrk.       (-r:ulc     \" 


Some  t\-jiica]  American  \\;ire-.      Ilie  he-t  known   iMrd-n  \\a!"e-. 

Stor\-    of     l'ali--\-.       I  .on^t'eHow '-    jMiem.    "  (  ■.i-mio-,"       \':in 

|)>ke'-  '-A    I  landl'nl  of  Ckax."" 
'  )riental  i>om-r\-.      \i-it   M  eiro]  m  ,|it:in   Mn-em:' 
(ila/e-:     their   coni]  lo-iiii  in,    i  ii"e]  larai  ion.    :'.nd    conirm-, 
>ha|iinL;  cla\'  h\'  Innnu  I'ka-ler  n:o!(l  ;nid  li\   c.i-ii;!^. 
Mo-;iic-:    oinLrin,    n-e-.    -ettniL:.       \  i-:;    *  alh^'d",.'    ''     :^',     !■  ::n 

to    -tnil\-    nio-aic-    tlit-re. 
.\v\     niodeh'ni;  :    an:mal     lorm-     ni    ik.e     ron.M.    '■■::-    ■■:;    tke-. 

-liL:"hll\-    modeled. 

r!.:su-r  ,'f  l\:i!s. 

W  hat    il    i-. 

It-  I'rei  lara!  io-i   ;;nd   u-e-    in   n^l!^niL:    n^'d-   .."i   ■'    -■^r:"j. 


108        Ciirricnhiui   of  Horace  Mann   Elementary  School 

Manipulative  Work: 

Clay:    Make  vases,  candlesticks,  bowls  or  tiles. 

Plaster:    Plaster  walls  of  bungalow:  make  plaster  casts. 

Glass. 

Led  up  to  by  glaze. 

Composition,  kinds,  uses,  methods  of  shaping :  colored  glass 
Tiffanv  favrile  glass. 


lIoii~e   I*raniiny.     (ira'lc   \'. 
Paper. 

Malvc    lettt-r    pad    and    j^urlfulio.        Make    pai)er    card--.        Cut 
liniilt'um  blnclx  and  ])rint  cards. 

Tc.vtUes. 

Methorls    of    tini^liing    cloUi-. 

Mercerized    cation;    arlilicial    >ill<. 

Cloth-   ot    mixed   material-,      .^ub-titute-. 

Method-  of  identifying  wool,  >ilk.  cotton,  and  linen  in  cloth. 

1  )ye- :  kind-.      ICxperiir.ent-  with   fom-  textile  tibres. 

M  ani]in]ative   W  orl<  : 


! nduslruil   .Irts 


KY) 


\\'c;ivc  l);iskcts.   Make   iiccdlc  hcidk   and   work   l)a,L,^ 

Make  sonic  simple  tots   t'or   four  textile^. 

Dye    sanii)k's,    and    al-o    some    of    materials    u-ed    in    lower 

iL,^rades. 
Dye   baskets. 

Wood. 

Dit'terent  cuts  of  woocL     Wood  a^  a  buildini,'-  material,     lloij-e 

1  ramini;". 
VA'^c   planint,^      I'lanes   and   similar   tool>. 
C'ar\-ini^'  as  a  means  of  decoratim,^  wood. 
Manipulati\e  Work : 

Assist  with  wood  work  for  bungalow,  making  -ill.  ]ilate.  and 

roof. 
.Make    picture    frames,    hook    rack-.      I  )ecorate    with    -im]ile 

i^roovin.i;  or  carxdn^'.      .Makt'   wa-te   jiajier   l)a-ket. 
lUiild    frame   hou-^e    (  ,^roup   or   indi\idual   ]>roiecti. 
MrUil — L'opf\^r  ami  Hi'iiss.     .Make  ira}-  and  corner-  fm-  dc-k  ]N-id-. 

/■  ooils. 

V~jj;'^>    and    su^'ar    as    tood>:     \  i-n    ha]\er\'    i  ca]<e  )    and    candv 

tact  or  V. 
.Manii)ulati\-e  Work:    .'^^eramhle  eL;'u"- ;  make  ouirlct  ;  hakr  ]ilain 

cake  and  chocolate  cake  ;  make  can<l\ . 
The    following"    i-    a    t\"])ical    pajxT    written    \iv    a    jMipil    ni"    thi- 
,i;rade. 

\"am.    .Makix-, 

I'l  lactririf-  \a>r-  arr  otcii  iiiaik-  ni  ilii-  niaiiDrr.  A  :>-i.-r  ••■  , '.ir.  ■- 
I'larffl  Mil  a  ta'hK'.  anil  a  ■■"■y  Iiani;iuT~  i'  i<v.i  i^  t'li'  ilr-irr^.  '.';;,  k;;.-- 
I'Ik-ii  Ik-  hand-  ;lu-  la_\t.T  "i  rla_\'  t^  a  man  iK-ari'>.  w'l.'  ':,i-  a  •::■•'.■[  !;i.i'>- 
Ml'  pla^lrr  Ml'  I'ari-.  whirii  i-  -Minctinic-  ir.  'lirrc  ■■'.-  Imkv  ;.:(.■-  ••■■  i  ■, .  ;• 
niMia;.  'I'!k-  man  IiiU'-  rarii  picia-  m  ;'  tlu-  i;im!(!  \v-\\\  ria;. .  a'>;  :';■:■  •,;-•'■> 
t!u'  iiifiH'-  tMm.'tluT,  1  U'  mil-  till-  -ram-  ucml}  \\:Tii  -]:]<  :■■  ::ak^-  ■':'• 
r!a\-   -;;ik   !ML;rtluT.       Tlun   he   Iiami-    e    ;m  a   !'m\-    \\'\-<   ra-: -i  -    ;•    :■•   .;    -::.\- 


:\nvr  It   i-  ilr>-,  \]-\r  niMl'l   i-   lakni   a;'a-t   aivl   ;':ir   \a- 
MiluT    llr.iiL;-    tir-iilc-    \a-r-    aia-    mai'ic    in    tin-    w  a>  ;    ■ 
tnh-,   ftr. 

\(it;.  Thr  mrc-Min-  .ir-nnn' Jm,;  , ,  •'  ;kr  ■...,, -k  n:  i 
i;;c  ,m-nrral  phin  pr^n-  iii  t'lc  \<.ar  pji^-nji''  A'-- ,i 
mii'oMani  mM.ii'u-ai  imh,  ,<•  ilic  WMrk  a:T  in-n^^  nnk'';" 
i'aM:nikir!\-    m    liii-    n:'-t    am:    -(Tm:;.;    -'a-it-    •kc    :k' .1 


110         Citrriciiluiii   of  Horace  Mcuiii   Elciiiciitarx  Scliool 

SIXTH  GRADE 
The  work  of  the  boys  and  girls  in  this  grade  is  separate,  that 
of  the  boys  being  done  in  the  shop  and  that  of  the  girls  in  the 
sewing  and  cooking  rooms. 

Boys 
The  work  is  designed  to  be  informative  and  manipulative  in 
connection  with  the  wood  and  metal  industries  as  far  as  is  pos- 


Aicial  ,\Iutur  Boat.     Grade  \  1. 

siblc  within  the  limits  f)f  the  time  gi\-en. — one  hour  each  week. 
C( intact  with  these  industries  is  had  through  the  prt)jects  made 
1)}"  the  ])U]»ils. 

The  main  jiroject  is  a  sheet  metal  motor  boat  of  the  round 
liottoni  t\]ic.  Tlu'  hull  i>  ni  tin  ])late  >lKq)ed  bv  tolding  and 
])()unding  over  a  wood  form  and  soldered  at  bow  and  stern. 
I'hv  wood  form  i<  built  up  of  laminations  marked  out  and  cut 
by  the  ]iu]iil  from  jiatlcrn^  furni>lu'd  him.  These  ])icces  are 
nailed  together  and  tbi-ir  c^lgo  shaved  down  to  make  a  svm- 
metrical   hull. 

The  boat  i--  ei|ui]»ped  with  an  electric  motor  and  a  batterv  of 
two  regular  luunbcr  f>  dr\"  crll>  in  --eric-.  The  ])ropeller  is  made 
b\'  the  ])U])il  and  i-  dri\-en  through  reduction  gears  in  order  to 
obtain    maximmn    motor    -jKH-d    which    allord<    maximum    power 

a  freer  cxi)re--iMn  m'  tlieii'  dwii  iijea-  ami  intere-t-  tlirnuuli  the  iiie'liuiri 
nf  iiiatcriaN  i-  r(_'ii]aeip.,L;'  the  practice  ut  iniiMi-in.u'  certain  win'k  xvoon 
them. 


hnliistridl   .!rts 


111 


together  with  iiiiniiiiuni  cutM'cnl  CMn:>uniplii  m.  I  he  villini;ite 
j^ain  is  lon.^'  crui^iiiL;"  r;mm-  \i>v  the  htiat.  <  )ii  eoiiiplclidn  ot'  the 
hoats  tht'  iiUere>t  euhiiinatcv  in  a  hvel\-  eonlr-t  in  ihic  ^\viIllInin;^' 
pool   where   ])rize'^   are   awai^dcd   lo   the    winner-. 

'i"he  other  jirojeets  \\((l■l^^■(l  dut  are  in  the  nature  oi  co])])(/r 
hool<  eii(l>  or  >inan   lra\>  or  howl-   hainnu-rcil   into   wdikI    iorni>. 

I mlustrics   h't'l'^ri'sciilcil   and   Studied. 

1.  I.uiuherini;'    indu^-try. 

2.  Iron  and  >ti'el  iiKhi-try. 

3.  din  plate   iii(hi-^trv. 

4.  Co[)per   and    hra->    indn->tr_\-. 

5.  din   and    li-ad   indii-tr\'. 

6.  J'dectrical  inanttfaetnrinq'. 

7.  L'onmierce. 

Anus.  In  llic'  selection  ol  the  project-  and  in  tlir  -tudy  oi 
them  the  t'lid  in  \'ie\v  i>  to  hrin,L;'  to  the  i)n]>il  : 

1.  d  he  more  important  fact-  conci'rninn'  tho-e  indti-tnc-  repre- 
sented  h\-   the   material-   ii-ed   and   the   ])r(iiect-    wurkcil   dnt, 

Z.  I\n(i\\ledge  ol'  and  manipnlatixe  pr.aclice  in  the  cuminnn 
indtistrial   proce.-M'-. 

.•).  Kniiwlrd^r  di'  and  ]>ractice  in  ,-iniple  mechanical  and  elec- 
trical   Cdn-truclion. 

4.  '  )j)])(irttmit\-  t'nr  e.\]irc--idn  of  that  -trdiiL;"  intcrc-t  iti  Imat- 
wilich    i-   mamlc-t    1  n  mi   the   caidir-t    i;'rade-. 

5.  Sali-factidii  df  that  Cdniiiidn  dc-irr  td  create  ;i:inL:-  wliicli 
may  he   n-eil. 

Cil  Kt.S 

'the  \a'ar"-  work  idr  i^irl-  i-  di\"idc«l  inid  i\\d  pari-,  ^'Wv  part 
ui\-en  td  cddkini;'  and  the  dther  td  -ewini;'.  ilu-  -anir  aiv.dnm  di 
time  i-  ,L;i\cn  td  tlii-  \\di-l<  a-  td  that  df  tlie  lidv-,  ;.,n  !:-r,r  (■.■■.c:; 
week.  Xd  detailed  anndunceiiient  dr  dullme  di  d;,;:i  e:;!>  hi- 
L.;"i\a'n  here  a-  tlie  w  i  M"k  i-  the  lie^iniiniL:  d  ;in  rx;. ei^i-d  -;r.d\  d! 
the  hdii-ehdld  an-  Cdnt;nue<i  ilirdULih  tk.e   I  li-k   :^c'.;.>"k 


FINE  ARTS 

The  art  course  should  brint(  out  the  child's  appreciation  of  the 
beautiful,  stir  his  creative  power  to  action,  make  him  think  for 
himself,  and  give  him  respect  for  fnie  workmanship. 

Art  lessons  give  opportunity  for  original  work  in  choosing  and 
combining  three  things:  line  (spaces,  shapes j,  dark-and-light 
(tone.  mass,  contrast),  and  color.  Right  use  of  these  three 
produces  the  fine  art  of  the  world;  wrong  use  of  them  produces 
the  commonplace,  the  merely  commercial,  the  vulgar  and  the 
ugly. 

The  art  course  that  is  broad  and  practical  gives  the  children 
prfjgressive  experience  in  using  these  three  elements  in  right 
ways,  through  designing,  jjainting,  drawing,  modeling,  construct- 
ing. 

Appreciation  of  fine  quality  of  line,  dark-and-light.  and  cjlor 
will  attect  the  character  anfl  appearance  of  the  community,  the 
home.   dre>-,   liand    work    and    indu'-trial   jn'fjducts. 

The  art  course,  hax'ing  thi--  detinite  ])Urpo>e  t(j  give  experi- 
ence and  develo])  i^owei".  mu>t  iollow  its  fnvn  way.  and  keej) 
its  indixidualit}'.  but  it  can  ea>il}'  join  with  other  c(nn'ses  as 
o]Ji)orlunilic-  olter.  AmiHig  these  are. — designing  for  indu>trial 
];]'o])lem>.  mailing  illustration-  oi  -lories  read,  or  of  the  life  of 
])eo])le-.  illustration-  ot  hi-torw  gcogra])h\-,  botany  and  nature 
-ludw  painting  ot  tlowcr-.  :rnit-  and  bird-  in  <ea-on. — jjroducing 
m.aterial  lor  -chool  cxent-.  tc-ti\a]-.  school  jflax's.  sale>  or 
ho]ida\'-. 

A])])reciation  i-  bi"ought  out  b\"  three  method-;  a-sociation. 
coni]iari-on  and  execution.  (  hildrcn  absorb  a])])reciation  from 
beautiful  thing-  brought  into  the  -chool-rooni  jiicture-.  ])hot(j- 
gra])b-.   textile-,   jiottcry. 

(hildrcn  are  bcljx-d  to  appreciate  bv  comparing  tmc  with  com- 
iiioiiplacc,  thereb\-  dc\clo])ing  critical  iudgment.  j.et  them  see 
their  own   work  b\'  the   -ide  ot    (ttlier-,   tor  comjtari-on. 

Another    \\a\-    to   a]>]  irecial  ion.    the    be-t    of    all,    i-    through   ex- 

1  12 


/■;;;<•   .hts  1  1  .■; 

prcssion,   the  cttort    lo  L;ivf   \isil)lc    t'oriii   td  ,'m    idea.      It    ^ati•^^l('^ 
the   creative    instinct   and   trains   tin-   art--cii-c. 

'I"lu'  hasis  ot  choice  in  le-^xm,  ^uhject.  nietlmd  and  material 
is  tliat  to  which  the  chihh-en  ha\c  he^t  responded.  The  work 
must  i^row  upward  t'rom  the  child's  jioint  ol'  \iew  ratlier  than 
downward  from  the  a(hilt'>,  thereh\-  Ixcepin^  the  I'carlf--,  iiaiM- 
childhke  interest  and  e.\])res>ion  toward  which  the  conxcntional 
a(hih  mind  usuahy  lool^s  hack  as  upon  a  lost  h'.den.  We  do  not 
claim  that  this  method  leads  immediateK'  to  correct  form  draw- 
ing' (  1)_\-  a  few  i)tii)ils),  hut  wi'  do  claim  that  it  means.  f(ir  the 
man\-.  greater  interest,  freedom,  hreadth  of  \ie\v.  indi\  i<lualitv 
in  ex])rt's>ion   and   a   hroader  appreciation. 


KIXDS   (  )!•    \\(  )KK 

C'lav,  so  tree  and  responsix'e.  is  one  ol  the  hest  materials  icr 
httle  chikh'en.  and  tlie\'  all  lo\  e  to  work  with  it.  (  \:\\'  can  he 
Used  ni  ima^"mati\i'  wavs  allied  to  illustration  as  well  as  inv 
sha])es    tor   jiotterw 

W'aII'.K    ("ol.oKS 

The  most  iru.itlul  form  of  expres^idu  that  we  ha\e  h.ad  m 
the  last  three  \ears  has  heen  the  free  hiusli  di'aw  mi;^  in  cm!,,]- 
A  succes-i\r  (KweloiMUent  in  this  kiml  ol  drawiiiL.:  has  l:,  .nc  mh 
through  the  six  grades  wilh  (lowers,  animals.  tiL;ui'cs.  paUi-nis. 
and  letterini^".  and  we  are  now  t.akiiiL;  up  lam  Isc.apf  and  I'iu- 
iral  ii  111. 

Weak,    wislu'  wash\"    etiecis    ha\c    larL;i-l\-    pa-scd    imi    ..i     nwv 

water  color  work   ihroii^li   a   xi^iini'is  campaiuii    i^r  aciiii;;.  l.' 1 

ari"anL:'eiiu-iit.  ami  sirdiii;  color.  the  cliildrcii  learn  lii'\'  :■>  ::"'.i\ 
a  hnish.  Ikiw  td  measuia-  walcr  h\  luaislnul-  and  r:'ci;U::-  '.^\r 
amount  needed,  how-  id  Idad  il  wilh  sutiicicril  Cdh.?-  iicidrr  n-;:iL:. 
how  t(i  lo(ik  tor  the  mam  dircciKni  iii  an  I'liicci  and  >  1; :: irrui 
directidu  in  its  j,;u-is  iihi-  i-  the  wa\"  we  Ir.icli  :;c;  i(  iii  ^ .  ::■'■,..  i,, 
think  ahead  far  riidUL:li  Id  plan  a  ui'dup  di  rhinL:s  ::i  -'»  d  'r':.. 
iidii.  latlle  children  learn  id  attack  am  Mikjecl  :':]•■  \  wi-';.  re- 
L^ardlesv  (,f  the  numher  et  tieures  i.r  C'Mi.rs.  '1  k.ev  '.<■.:•:■.]  ';..w  t.i 
make    tivures    m    ditlereiit    wa\s    wiiliiiul    ik.eir    rr.r,;--:::;    '^ '::-''''e-. 


114         Cnrnciiliiin   of  Horace  Maim   Elementary  School 

and  how  to  make  them  move.     All  of  these  lioz^'s,  to  be  vital, 
must  grow  out  of  past  attempts,  whether  successful  or  not. 

To  lueet  the  demand  for  illustration  in  the  first  two  grades 
where  technique  is  limited,  little  figures  made  of  brush  strokes 
have   proved   to   be   excellent   as    a   beginning.      (Fig.    1.)      The 


"^v^wc^  ^ 


J 


!;     II     a     H    il  J.Jl 


il    i! 


V 


•  •I    • 


krmmi 


Vlii-  I.     '  iradc   I.     kiuihin.     Ili-u-h   Di-awiii.n'  in  C'olf.ir 


action  and  color  are  tir-t  worked  out  in  one  tigure  or  leader 
whicli  i-  tollo\\(,'fl  b\-  a  nunilicr  ol  ligure>  doing  ihe  ^anie  thing: 
from  thi>.  grou])>  beconu'  an  ea^\'  matter  with  the  sirring  feeling 
for  r]i}-thni   <hown  b\'  \-oung  cliildren. 

The  l'"ir-l  Grade,  in  iItc  fall.  ])aiiUcd  lca\'e>  blown  b\-  the  winrl. 
In  the  large  niajoriu  ol  ca^e-^  the\'  took'  the  form  of  a  I'hvthnn'c 
march.      Al    k".a>ter    a    fiiuht    of    bnttertlie^    wa,-    ■~U''<'"e--ted.      AI- 


/■;;;.■   .Irts 


113 


tlKUii^h  uiit'aniiliar.  it  aiipi'alnl  tu  ilicir  iina-inat  ioii  aii<l  tlii-\ 
iiiadr  the  CDiiiicctioii  lirlwa-ni  llic  lca\c-  Mown  li\-  ihr  wind  and 
thr  liutUTtlio  follow  ii)--  a  Icadn-.  A  nio-t  dcli-liini!  -n  (,t" 
drawin--    wa-    the    iT-iilt.       i  l-'i-.    2.  i       It    wa-    aiiMiJici-    i-!i\  ilimic 


fe^ 


r^  ^^ 


Imu.  j.     ( 


i-Iit  ..f   Miinrriin.' 


Is 


iiiarcli  hut  with  L;rratfr  xanatiMii  iii  -liapc-,  arranut:i  i' 'i- .  >-' 
liriUiaiuw  ol"  colnr,  (  )firii  thrrr  would  he  a  lar-^'  '^-ad:-:".  .^dd;'; 
tile  art  iiriuci|ilr  oi  Suhordiualion  to  ihr  ]  m-uu'I] 'Ir  oi  !\i:\:!:" 
d1u-  liultcrtlit  ^  were  followed  1,\-  a  lliulit  of  hlrd^.  a  fau:;!:::-'  -u' 
loot.  ill  till-  the  -tnkuiL:  point  wa-  thai  wh.i'r  tla  -'■..lOi  -  ;•■. 
i.'oliir-,  were  III  a  uio-t  \aru'd  and  iiiia'_:inati\  r  r'iir.ir:,'-.  \:\\  •■:  :'.\ 
hird-    had    the    a|  i| 'rai"aui.a'   I'l    iKmi:    in    uri'iU'-. 

Ill    tin-   >ri,-oiid   tirade   the    littic   hrudi    ii-uiv-   :.u    •'■:':    u-'-i 
lif-t    to   a--urc    the    toaclicr    tliat    tla'    frrliUL;    f-:"    ar'---;    a.-    '■'■'■ 
rclaiurd.    thru    the    iiuruT-   arc    luade    larL:ci", 

I  ndiau  111  r.  c  '-tuuii'-  aiai  how  N  ara  ar-l  im:;;':  '• !,  \'.  h""  I  'a' a 
lili-  I'-  re]  irr-i-ntcd.  d'iO  U'ara'c-  l"a-i.na-  iarL^rr.  i  '  ■-  •-  o. ",.•,'., 
li\    iiaintiuL:   -alan  linaiie-.    from   liic      In  ihe    i  '•.■•:'..    lo. ■••■■'  .    i  ■;•■ 


116        Citrricitlitiii   of  Horace  Mann  lilcuicntary  School 

and  Sixth  Grades  the  free  paintiii|[^  of  hgures  in  color  is  con- 
tinued,— largely  from  schoolmates  posing  for  a  short  time  (Fig. 
14),  or  from  memory  of  hgures  in  school  plays  or  activities.  In 
these,  action  is  emphasized,  but  an  attempt  is  made  to  develop 
gradually  the  feeling  for  better  i)roportions  and  shapes. 


Fi,L(.  J.     Grade  \'.     ."^ludie-  m    liinl-.     llni-li   l)i;nvin,i 


1)1  ihc  I'il'lli  (irade  thcr<-  i-  an  inlcrc^ling  >(Tie>  of  bird  draw- 
ing- coniicclcd  with  tlic  -tud\"  of  l)ird  life  in  tlic  >])ring,  hr-t  in 
line,  tlu-n  in  flark-and-h'ght  (  I'ig.  ^).  and  rinal]\-  in  color.  In 
lliis  we  jircfci"  to  worlc  from  nioijcl--  of  ]i\c  bird^  rather  llian 
iroiii    -lulled    bird-. 

l-rcc  bru-b  ]-ainlinu  taui^bt  a^  rb\llini  lia-  ])ro\cd  a  -ucces>tul 
fiM-iii   III    clciiicntarx-   IcticriiiL;.      b.cuiniiin''    in   tlu-    l-'ir>t  and   .Sec- 


/■iiir   .ills 


117 


Olid  (ii-;uU'>  by  |ii-iiit iii<;  >iiiL;lr  \\(m-(U  oil  salciitiiio  i,v  li..li(l;i\- 
cards,  il  l)cc<mii>  a  lilU-  >!utI  in  the  Third  (  .radc  lii.Iiila\-  cai'd- 
and  booklet  co\aTv  in  tlu'  l'"oui'tli  and  Imi'iIi.  ami  ]m)>i,-i-^  in  ih,- 
Sixth.      (  h"i-.    13.) 


In  the  llii^h  ."^cliiHil  \\c  1111(1  th.al  nur  jiiii'il-  wli'i  \\i'--.  \w\ 
M-c;itr-t  Irrciliiin  aiT  thu-c  whu  had  llii-  I'lM'ni  ■']  drawip.::  •,: 
lu'    hdctucnlarx"    ."^cIukiI. 


I  hi:-  niatrrial  ha-  a  thrcciiild  \al:u'  I'lr  (■'(••iirni.ivx  at'",,  hriii'. 
well  .adai'ifil  id  ihr  -n;d\-  d  i'  c^u<'V  and  an-an^cTcni .  .and  r.a-- 
ni    inani]  inl.n  K  III. 


118        L  urriciiluui   of  Horace  Mann   Elementary  School 

All  children  seeni  to  adore  culting'  pa])ers  of  different  colors 
into  attractive  shapes  and  arranging-  them  in  a  pattern,  a 
landscajJi'.  or  a  group  of  fruit,  Rowers,  or  figures.  This  interest 
is  a  good  means  of  ohtaining  variety  of  selection.  A  child  can 
cut  an  object  in  many  ditterent  colors  and  shapes,  and  try  them 
all  in  as  many  ditYerent  places  as  he  pleases  before  pasting  them 
permanently  in  jdace.  To  mention  one  examjde  of  this  method: 
When  the  .Second  Grade  children  are  making  gardens  in  the 
>pring  the  teacher  lets  them  make  a  garden  in  colored  paper  as 
thev  would  like  to  have  theirs  look  when  the  tiowers  have  come 
up  and  blossomed.  The  children  invariablv  select  a  dark  brown 
background  as  being  the  nearest  to  the  newlv  turned  earth. 
Thev  then  choose  colors  and  cut  from  them  flowers,  sometimes 
adding  birds  and  butterflies,  and  of  their  own  accord  arrange 
ibex;  in  a  rh\thmic  group  with  a  complete  disregard  for  the 
rea]i>tic  details  ^\"hich  would  liaunt  a  grown  person.  These 
groups  are  sometimes  in  rows,  sometimes  in  circles,  of  difterent 
riower>.  colors,  >ha])e>.  and  size>.  'I'he  paper  gardens  are  used 
lor  porttolicj  coxers  when  the\'  are  fuu'shed.      (  1' ig.  4.) 

J  111--  method  is  al>o  used  for  bookcoxers  in  the  khird  Grade. 
where  the  child  chooses  the  >ul)iect  as  well  as  the  ])a])ers:  and 
again  in  the  .Sixth  (irade  for  bag  designs  to  be  made  in  sewing 
cla^^.  for  the  bag.  the  tir^t  choiee  is  an  api)ro])riate  liackground 
color  1  rom  a  large  nunil)er  ot  i)aper>.  and  the  second  choice  is 
a  group  ol  bright  papi-r-^  for  the  pattern.  Then  the  ])atterns 
which  ha\'e  been  worked  out  b\-  each  girl  are  traced  on  the  ])a|)er 
--ejected  by  her,  cut  otU,  fitted  to  the  jiatterii  traced  on  tlie  bag, 
and  ])a-led  down.  'flu-  gi\'e--  a  largi'  \ariet\-  in  both  choice 
and  result.      (  l'"ig.   5.) 

At  another  time,  the  te-:icher  ma\'  --elect  a  grouj)  of  ])ai)ers  of 
lianiKiniou-  color-  \\ilh  wliicb.  tlie  cliildreii  can  x\dr]<. 

It  i-  valuable  on  the  -ide  o|  a] ipreciat ion  for  the  clu'ldren  to 
u-e  well  velfcied  color-,  and  on  tlie  critical  ^ide  to  >ee  nian\"  wav- 
ot  doing  the  -anie  thing.  An  exanijile  of  thi-  is  found  in  the 
kii"-t  Grade  }.l:'V  ba-ket-.  i  big.  ().)  l-'i-oni  a  -elected  group  of 
color-  ilie  ciiildren  clioo-e  what  tlie\"  con-ider  a  g(iod  color  for 
a  ba-ket,  lait  out  tin'-  b\-  a  -b.aiie  tlie\-  ba\-e  alread\'  drawn,  ]ilace 
ilie  ba-kel   on   the  b.ackvround  .and  nio\'e   it   .around  to  -ee  how   it 


/-;;;,■    .///. 


ll'> 

^'^ 


120         i'ltrricnliiiit   of  Ifnracc  Mann    /:lciiicntary  School 


7.     f.i-a'lr   II.     Illii-Irali'iii   I'm-  •'  l.jfc  ,>{  ih,-  (ity   Raj."     ('la--  w  <  i 
in   cut    paper. 


liiii-  .Irts 


21 


looks  ill  (lirfcTciU  ]ilacc->.  Al'tn-  (,-lioo-.iii-  the  lic-t  tlic\  pa-tc  it 
down.  Xrxt  llirv  cut  tlowcr^  l"i-oiii  their  -clci-tcfl  jiapiT^.  aii'i 
arrange  tlu'in  in  tlic  I)a>krt. 

SoiiU'tiiiu's  tliry  iiiakr  a  kar.i^c  Ma\-  Iia-krt  fur  the  next  \i-ar"> 
cLass.  to  he  ])Ut  in  tlir  cLa^^  frame  'IliD-e  who  ha\c  inailr  the 
hcst  l)a>kt'ls  c(uni)ct(.-  in  inakini;  a  ka!'L;c  oiic,  the  chilih'cn  choo-- 
in^"  thr  one  to  he  n^ecL  'Ihi^  i>  ai"i%anL;cil  ami  ]ia-lcil  ilown  nn<lrr 
the  critici>ni  of  ;i  .s^rou])  of  tin-  chiMrm.  h'.ach  I'hiM  llicii  liia'nL;- 
nj)  his  individnal  tlowa'V  roiitfihutii  m  and  place--  il  whei'e  he 
de>ires.  in  or  ont  of  the  ha-^ket.  if  il  i-  ■-ati-factnr\  ii  i-  allowed 
to  ^ta\' ;  it  not  well  placeil  the  i;rou]i  chanLie-  it  t"  lianiinni/e 
with  the  rest. 

.\nother  class  prohleni  of  ihi-~  kind  i-  a  -ceiie  fi-niii  the  Life 
of  the  Cit\-  Rat.  made  1)\'  the  ."^t-coiul  tirade.  i  hiL;.  7.  i  The 
same  metho(l>  are  al>o  n^ed  in  the  Sec<ind  <  irade  in  makinLT  a 
hasket  ol  trnit  at  Thank^^iv mi;,  iiortinjni  cuxer-  with  ln<han 
(lesiu'n>,  1  )ntch  ti^nri-s,  valentine-.  (  hri-tma-  I'ard-.  al-n  a  tweiil\-- 
foot  frieze  of  Indian  life  on  tlu'  ]ilaiii-  t(ir  the  end  i>\  the  cla-- 
r(  lom. 

In  the  I'dfth  (  ii'adt-  \  a-e  -hape-  are  ctU  i  mm  Cilnrecl  pa]ier 
when    \-a>t's   are   the    -nhii'Ct    ol    -lnd\'    in    the    Indn-lria!     \rt-. 


C'l  ii.oKi;i)  (  'k  \^  ( i\ 

The  chief  walne  of  cokirtMl  ci-a\iin  i-  that  it  i-  .a  nieiliimi  re-id\- 
for  n-e.  Thi-  -a\a'-  ])recion-  lime  when  iirnhlem-  are  carried 
thmimh  -e\eral  le--i)n-.  lo.r  in-tance,  ilie  |-.inrth,.  |-'!'";h..  and 
."-^ixth  (  li-ade-  take  an  acli\"e  inu-re-l  in  lech.mcai  periecn'>n. 
-pending  mnch  time  ui)iin  man\'  nl  the  drawmu-.  Mie  imclian'^- 
inL;  i|nalit\-  of  craxim  n;ake-  it  pii--!lile  ;m  i.ake  \\:<  I'.e  c.'I''r 
exaclK-   wheia-  it    wa-  left    in   the  'e--<in   ln-iMre.      i  M-^.   .-^.  > 

(  )ne  particnlarK  -ali-facliMw  ci"a\Mii  le--i'n  i-  ilie  l-'ir.-'di!  i  ir:idie 
plate  de-i^n.  ikd'^:.  S.  i  ll  ])i-e-em-  a  cumiTie  exp'-r;r:ic.-.  ;r..;:; 
the  -tnd\'  of  line  pKaie-  m  ihe  Me;i-"i'i  T:an  Mr.-rum.  \<>  i!ie 
child'-  tini-he(l  ]Tale.  which  -ir<in'.^l\-  re-euTle-  hi  c::.i'-:iCii'r  ;':',e 
l''.nni]iean  jiea-anl  pullerx.  'Ihe  child  nr-l  r::!k'-  da-  '.•'■'•■'<■  '■'■ 
Indn-trial  Art-  da--  and  hniiL:-  the  patle-n  •-  :':•■  hine  \rl- 
cla--  where  he  adapt-  any  -uhject  he  wi-la-  ^i  :]:<■  -'riVe  "! 
rhe    jilale.      dhi-    ilrawniL:    i-    m;ide    with    hrn.-i',    an^!    ■.'..■.nr    C'T'T 


122         Ciirriculnin   of  Horace  Maim    lUcmcnlary  School 

l<j  obtain  freedom  and  freshness.  The  pattern  l)eing  made,  it 
is  traced  on  a  i)a])er  which  sui^t^ests  the  color  and  value  of  glazed 
clay.  Three  crayons  are  selected  which  approach  in  appearance 
the  three  glazes  to  be  used,  and  the  pattern  is  drawn  with  these. 
This  method  results  in  a  great  variety  c)f  {patterns  and  adaptation 
of   three   colors. 


8.     (;ra'lr   l\  .      Dc-i.mi-^    mr   I'Liti.-.   liliic   in   Twd    Value-.  Cravdl; 


Tlic  l-nui'lli  '  li'adc  r(Mi|  cla^-.  instead  ol  making  a  ])Iate, 
dc^i^ii-  and  excenlc>  a  tile  with  :-ubject  adapted  lo  the  tile 
shape.  Thi-  in\nl\cs  a  tiiu>ciim  xi^it  lo  sec  and  stud\-  tiles. 
The  rca-iiii  \iix  iiiakiuL;  a  nlr  in  tlii-.  ela^s  is  thai,  being  weather 
])riiof.  it  can  be  Uscd  as  a  dcei  ii"alion  in  the  niol  school.  We 
.arc  iilamiin'j  1"  lri\c  ibc  tib-s  -el  in  the  ecnicni  wall. 


/•/;;,■    .  /;7\ 


1_M 


In  the  l-'ourtli  (  ii-adc  (Icliiiitc  -imly  m'  (litVcifin'c-  iii  colnv 
]-  wdi-kfd  out  wilh  (.-i-aMHi  nii  a  licrli  i^i-a|>lii-(l  rliai'l.  Tliri-c  iiia\- 
1)0  ti\c  (liltcrciK-cv  (it  Inir,  red.  xcllnw,  l;i"((Ii.  liluc  |)Ui-]ilf;  wiih 
ihfcc  (litVciTiiCf-^  in  dark  and  li^Iil.  and  llwrc  diiyiTciu-c-  m 
intensity.  .\  Hei-\\  atal  the  children  make  )>ra<,-ti(,-al  a])pli(-at  loii- 
ot    ihi--  tliei)r\-  helni-e  talxiuL^  \\\>  the  next   rulur  ]  ii'i  iMcn  i.  a  de-i"n 


Id-    M.      I  ;■■;;(!.■   W       I  lie    I  !■  -i-ii-,   (  'v,'.\'  :; 

liir  a  rnu,  Im  lie  \\M\cn  iii  tlie  hidu-tnal  \ri-  e!a~-,  !  he 
-le].  i-  III  -elert  a  -hai^e  I'di-  ilie  tul;.  \  -h.eet  li''  I'.ai'er  :i 
inrlie--  h\  iwehe.  1 1 1'  a  neulral  tiiImt.  i-  -ixeii  ihe  ehddvt-n.  1 
ran  (.dianue  the  -hajie  li\'  nialNMiL;  ihie  tul;  na,:':-' e.\  ,:-  ri  •-:■,,;,,,;••, 
III  II-  k-iiL;lh.  The  weavinu  yrin'e--  reiam''--  .;  -■;"::"  d  i'.---' 
-II  llie  art  Hi'  llie  ;:aneni  dein'iid-  nini!!  li'e  '\-d-''  ;-:d  :■::-:.•: 
ireiit  III  the  -irine-..  the  ci  m  ihiiial  a 'ii  '•:  ;':e  c  '>'■'-  aiii;  ;'  e  - 
iM    cra\"iin   -iriike   w-n]   ni   i-e;  a-r-riii    da-   -i^n-'a       :'■     'a-'    ai.-- 


124         Curriculum   of  Horace  Mann   lilcincntary  School 

an  imporlant  (Jiie  as  the  rug  desit^n  is  executed  with  the  crayon 
stroke  as  representing  the  over-and-under  effect  of  the  actual 
weaving  process. 

In  the  Sixth  Grade  the  boys  make  a  design  for  Ijookrack  ends 
which    they   execute    in    l)hick   crayon    on    colored    ])aper.      Tliis 


l'"ijj.    10.     (jraik'    II.      1  llu>ir;ili(in>   of    liuiian    Life. 


pr(>l)lcni  is  to  he  niafk-  in  metal  and  tin-  interest  is  in  (a)  the 
:~hapc.  (h)  the  rclalidu  of  the  hright  to  the  pounded  surfaces 
mal<ing  the   patlci-n. 

in  the  earlier  grade--  the  cra\-ons  are  used  for  seat  work  or 
wlu-n  there  i-^  not  time  for  the  i)ainling:  hiU  the  elleets  arc  sf) 
tnuch  ](■■-■-  free  than  the  l)ru--h  drawings  in  color  and  the  cut 
jjajii-r.  that    the\'  a'"e  u-cd  hut    little   in   ela----  time. 


/■iiir  .  Ills 


125 


In  tlu'  Third  ( iradf  there  i^  a  hodklet  cnxcr  for  a  i  hi-i^tnia- 
verse  in  the  cliild's  he^t  handwriting.  The  de-i^n  im-  thi^  i- 
execnted    in   craxtm,  and   ent    irnm   naiier. 


■^SV'^-^; 


^. 


^ 


^^2^ 


IM......         \ 


Till  .^  II  :'",  I  ij"  I'm  i  r  :;i  - 
-\]  ijiia-eialii  m  i,\  -niid  jiieiure-.  -en!; 'inre.  : 
al\\a\-  heeii  i"eL:ar(led  a-  a  mark  im  eni;;','"r 
-hiiwii  h\-  al!  ela--e-  anniiiL;  -iin:r  d  t:ir  ;!•■ 
u-  hhi-h  when  we  reah.a-  I'l  wiiai  exte'i: 
( ii  liut  1  ew  111  '  i\\v  I  <\\  n  ei  iini;i'\  .  I  ia-rr 
lua'd  dl    It    III  I'lir  -.cliiMiI-  and   'he  'lUe-ia'ii   :- 


126         Citrricuhiui   of  Horace  Mann   lUeincntarx  School 

it.     In  most  places  (original   works   (jf   art  are  somewhat  scarce 

and  the  greatest  masterpieces  must  be  seen  only  in  reproductions. 

In  the   Morace   Mann   School   we   have   tried   in  two   ways  to 

give  this  study  a  ])lace  :   by  bringing  pictures   into  the  work  in 


■i,^.   iJ.     (,ra'k-  II.     Dutili   l.iu-.     Ilki-u-atidii. 


cnmcction  witli  -imiic  jiarticulai-  -cIimoI  ^nbjcct.  ov  \)\  ^luiwing 
them  to  a  grade  which  i-  at  an  age  when  certain  ])iclures  make  a 
special  ajjpcal.  The  ])icturc-  arc  n^l  -tudied  merel}-  a>  interesting 
-iibjects  but  to  cmpha-izc  tlic  art  clement^  in  them.  The  number 
ot  --nitable  -ubjcct-  ior  children  i^  none  too  large.  .Mo-^t  of  the 
woi'k-  ol    ai't  ha\'c  been  produced    lor  moi'c  mature  mind<.      IV)-- 


/•/;;,■   .his  127 

sihiy  llior  iiiclui'rv  h;i\r  .-m  ctrcct  iipnii  clnldrcii  akin  in  that 
which  tile  iiahii -hrariiii;  -aim-  oi'  ihc  h'.afK  l\rnai--anci-  ii'.i^ht 
have  upon  an  acti\c  IwiMilicth  rmluiA  -uii  oi'  Wall  Street.  <  )ne 
eternal  i-xcrptidn  tn  tin-  la-t  inenti(ine<l  l  \  |  le  n\  puniu'e  i-  "  I'.ali}' 
Stnart  "'  1)\'  Van  l)\ck,  wliu  -eeni-  tn  lia\e  taken  real  hah\  lit'e 
into  the  can\a>  with  him.  (hildi-eii  nm\ei--all\  lii\c  the  pietni'e. 
A  ])h(itoi;faiih  nt  thi-  we  take  [i>  the  kii'-t  I  ii'a'le.  1  here  i-  iinile  a 
^fou])  h\'  \  an  1  )\'ek  ^"(k  id  in  -Imw'  in  eunneet  k  m  with  l'ah\'  ."-^luai't. 


VflCflTIDN 

I5HEREAT 
LAST 

HURRWIIJTO 


l"i-     1,^      (,r,elr    \   I,      \;iea::..ii    1'^--;. 

d'lie  iMirirait  m  llie  .\lii!--:iii  e^  >!  lee;  w 'ii 
!)\'  a  nami-le--  arti-I  wa-  called  "  I  he  I  w 
L;r(  lU]'  i<i  I  uir  l-'ii'-l  (  Irade  cliiidreii,  '  M'm 
.\nr-e  and  ( 'hild  "  hv  i-r,,n/  11:.!-.  '■  1  h-. 
l,v  del-  nMrch.  ■■  i:-n  lleek  '•  1  e.  Maiie;. 
and  ••  W  ah    Wdiiim.an  ■"  l.\    Alevande-,-. 


a    \  ..■! 


1        ..        -,     .1 


128        Citn-iciihtiit   of  Horace  Mcnui   Jilciiiciitary  School 


After  a  lantern  slide  lecture  the  children  in  each  room  are 
asked  what  pictures  they  like  best  and  why.  In  this  way  a  long 
list  has  been  obtained,  one  that  contains  many  surprises  for 
the  grown  ups. 


Fii;-.    14.     (ji'ade  \  I.     F'.uures   frcmi  Life. 

Among  th()>('  cliosen  arc  "  St.  (.}enevic^■e  W  atching  over  the 
Sleei)ing  Lhv  "  \)v  Pu\is  de  C'havannes.  "  I'orirait  of  my 
Mc)ther"'  bv  \\'lii>t]er,  "lU-arers  of  Wine  X'essels  "'  from  the 
Parthenon  frieze.  Lanfl<ca])e--.  1)\'  COrot.  " 'bhe  Temeraire  ""  by 
Tiirncr.  "  Xativit\-  ""  b\'  l"rance>ca.  "  'i'he  A\  ave  ""  and  "  The 
l'"i--lierman  "  bv  lloku^ai,  the  Paradise  end  of  the  "Last  Judg- 
ment" b\-  l''ra  Angelico.  tlic  "  Presentation  of  Marv  in  the 
'J'emi)le  "'   b\-   Tdolto   and   "  Walt    \\'hitman  '"   b\-   Alexander. 

In  the  >ame  wav  >ome  of  the  world's  greate-^t  buildings  are 
>ho\\'n  coni]iarcd  with  each  otiier  and  with  Xew  ^  ork  buildings. 
Idle  T.-ii   .Mahal  i>  the  fa\"orite  witli  tlie  maioritv  of  our  children 


Fine  Arts  129 

In  studying  animal  pictures,  those  by  Japanese  artists  arc 
most  easily  comprehended  by  children,  as  the  great  knowledge 
of  animal  life  shown  by  the  Japanese  and  their  direct  and  simj)le 
manner  of  expression  appeals  to  children.  An  interesting  set 
of  Japanese  animal  drawings  can  be  obtained  at  reasonable 
prices.  Other  good  examples  are  animals  by  Swan,  "  The  Square 
Book  "  by  Nicholson,  a  study  of  a  lion  by  Landseer,  lions  by 
Barye,  animals  in  illustrations  by  Denslow  and  Charles  Living- 
ston   Bull. 

During  New  York  week  a  collection  of  pictures  is  shown  of 
works  of  art  in  New^  York, — buildings,  sculi)ture,  and  pictures. 
The  colored  reproductions,  in  the  Times'  Sunday  Suj^plement, 
of  the  Morgan  and  Altman  collections  and  the  Joan  of  Arc 
series  of  Boutet  de  Monvel,  mounted  on  soft  gray  boards,  make 
a  good  colored  collection. 

The  most  valuable  form  of  picture  study  is  derived  from 
musevmi  expeditions  when  the  children  see  the  originals  by 
great  jxiinters  and  grow  familiar  with  their  whereabouts.  After 
visiting  the  museum  it  is  well  to  get  a  report  from  the  children 
of  what  they  like  and  why. 

Illustration 

One  of  the  most  interesting  ])hases  of  the  art  side  of  child 
life  is  the  love  of  })icturing  the  iniagiiigs  of  their  active  minds. 
The  perfectly  fearless  free  way  in  which  they  express  them- 
selves and  their  love  of  this  form  of  expression  is  reason  enough 
for  acce])ting  illustration  as  a  legitimate  form  of  Child  Art.  As 
an  outlet  for  the  imagination  and  a  way  of  developing  it.  ilhis- 
tration  may  prove  an  invaluable  means  of  offsetting  utilitarianism 
in  the  child  mind  and  keeping  ii  from  commonplace  and  stag- 
nating materialism. 

As  tlie  imaginary  things  which  children  jiicnue,  are  u-ually 
suggested  by  something  that  ihey  ha\-t'  ,-(A-n,  free  e\prr--;ion 
seems  a  finer  wa\'  (tf  appro;ichiiig  \hc  rc:i\]\\v<  of  art  than  the 
attempt  to  lead  cliildri'ii  to  per]n';na]  rrprr<c:i!;ition.  The  ch;M 
in  working  uses  tlie  things  he  Ixuows  alunit,  and  althmigh  ihi-- 
is  a  form  of  imitation  it  is  never  <ervile.  I'or  in  parsing  through 
the    child's    mind    the    idea    ''■ain>    a    fre-h:i,  "    and    individnalitv 


130         Curricuhoii  .of  Horace  Mann  Elementary  School 

which  an  aduh's  copies  almost  never  have.  The  child  is  a  natural 
imitator  but  not  a  copyist. 

Illustration  for  young  children  usually  means  the  stringing 
together  of  some  of  the  objects  which  have  left  an  impression 
on  the  mind.  It  lends  itself  more  readily  to  design  than  to 
representation. 

Little  children  have  a  simple  way  of  telling  a  story  and  a 
natural  way  of  adapting  their  story  to  the  art  medium  used ;  a 
way  quite  unaffected  by  conventional  traditions.  They  choose 
the  points  most  interesting  to  them  and  express  those,  ignoring 
backgrounds  and  certain  other  realistic  accessories.      (Fig.    10.) 

Objects  are  twisted  to  fit  the  space  worked  upon  regardless 
of  how  many  facts  of  shape  and  proportion  are  destroyed  by 
so  doing.  This  trait  lends  itself  much  more  easily  to  the  funda- 
mental art  principles  of  Rhythm  (Fig.  1)  and  Spacing  than  it 
does  to  size  and  proportion.  Size  is  determined  by  interest 
rather  than  by  realistic  facts ;  for  example,  in  an  illustration 
of  the  story  of  the  mother  and  children  chasing  the  })ancake,  they 
drew  the  pancake  in  proportion  to  its  importance,  ranging  from 
half  the  size  of  the  children  to  even  larger.  The  mother  was 
always  larger  than  the  children,  who  were  invariably  of  one 
size  and  action  whether  girls  or  boys.  The  running  children 
presented  a  delightful  rhythmic  repetition  and  however  lacking 
in  conventional  anatomic  relation,  have  a  "  go  "  that  few  artists 
succeed  in  getting. 

Two  other  characteristics  of  young  children's  illustrations  are 
placing  people  and  things  invariably  on  the  edge  of  the  ground 
as  if  it  were  a  hill,  and  representing  the  sky  by  a  band  of  color 
across  the  top  of  the  paper.  In  both  of  these  cases  the  objects 
having  no  painted  background  stand  out  boldly.  This  empty 
space  the  child  almost  always  calls  "  air  "  or  "  nothing."  It  is 
an  interesting  fact  that  the  Japanese  printers  represent  sky  in 
exactly  the  same  way,  for  an  art-reason. 

In  executing  illustrations  the  medium  most  easily  used  should 
be  selected.  For  things  in  the  round,  clay  is  invaluable,  but  for 
illustration  on  pa[)er  we  use  water  colors,  as  children  who  are 
in  the  habit  of  using  a  brush  can  get  much  stronger  and  freer 
color  effects  with  ease.     Children  often  use  colored  crayon   as 


I-i)ic  .Irts  131 

a  convenient   material     hut     it    is    liarder   to   obtain   a    vij^fjrous 
effect. 

For  the  booklet  "  Suj^t^estions  f(jr  Home  Keaclinj:^  "  jirinted 
by  tlie  School  to  he  sent  to  the  jjarents  at  Christmas,  the  children 
made  the  illustrations  with  black  jjaint,  as  that  i>  better  for 
reproduction. 

Sales,  School  PLA^■s,  Festivals 

These  have  brought  into  School  life  a  most  siimulatini^  motive 
for  concerted  art  work. 

For  a  sale  for  war  sufferers  the  children,  from  the  JMrst  Grade 
up,  worked  for  months  upon  articles  to  be  sold.  Their  resi)ect 
for  their  own  work  was  greatly  enhanced  when  they  found 
what  people  were  willing  to  pay  for  it  and  the  price  which  they 
were  obliged  to  pay  to  retain  it.  Much  to  our  amazement  the 
First  Grade  children,  for  two  months,  painted,  without  any  sign 
of  weariness,  little  action-figures,  birds,  animals  and  flowers 
upon  dinner  cards,  which  were  sold  by  the  dozen. 

The  Second  Grade  put  cut  paper  tmits  of  bright  color  com- 
binations on  correspondence  cards.  The  Third  Grade  made 
blotters  and  note-books  that  they  decorated  with  their  own  de- 
signs in  colored  cut  pa])er.  In  the  I'^ourth  Grade  each  child 
designed  an  Faster  card,  envelope  to  match,  and  decoration 
for  the  card  in  water  colors.  The  Fifth  Grade  ])ainted  some 
attractive  birds  for  which  they  made  frames  in  the  Industrial 
Arts  class,  llie  Si.xth  Grade  made  and  decorated  three  hun- 
dred candy  boxes.  The  designs  were  their  own  ideas  adajfted 
to  the  scjuare  bo.x  shape,  and  ])ainted  on  the  cowrs  freely,  ihe 
children  drawing  the  design  in  color  with  tlieir  bru<he>.  They 
grew  (|uite  exjiert  and  the  designs  were  very  effective  and 
attractive. 

The  children  also  made  designs  for  articles  executed  m  Indus- 
trial Arts;  for  example,  in  the  .Second  (irade  irrra  cn'ta  bowls 
with  black  ])atterns.  in  the  hourth  (^-ade,  plates  which  llirv  gave 
to  the  cause. 

.'^chool  I'lavs  give  a  constant  opportunity  iov  th-'  u-e  of  ar: 
ideas.  Gostumes,  stage  settings  and  iiinumei"abie  irai'pini:-  Sring 
their  art   ingennitv  into  plaw 

The    Festival    shares    with    the    .Sale    an    impfirtant    ])!ace    a>    a 


132        Curriculum  of  Horace  Mann  Elementary  School 

stimulus  for  work  and  brings  in  a  different  type  of  decoration. 
For  our  last  festival  the  children  first  illustrated  the  life  of  the 
people  each  group  was  to  represent,  and  decorated  the  costumes 
to  be  worn.  Later  they  sketched  their  schoolmates  in  the  cos- 
tumes and  made  memory  drawings  illustrating  some  part  of  the 
pageant. 

The  First  Grade  illustrated  Eskimo  life.  The  Second  Grade 
took  Indian  life,  made  Indian  bowls,  and  designed  their  own 
costumes.  The  Third  Grade  represented  Japanese  life.  They 
made  cherry  blossoms  from  tissue  paper  and  pasted  them  on 
the  branches  of  the  trees  under  which  they  were  to  have  a 
cherry  festival.  They  designed  the  stencils  to  decorate  their 
costumes.  The  girls  made  patterns  on  their  kimonos  and  the 
boys  put  crests  on  the  sleeves  of  theirs.  The  Fourth  and  Fifth 
Grades,  representing  respectively  Spanish  and  Norwegian  life, 
were  particularly  interested  in  making  colored  drawings  of  their 
schoolmates  in  costume.  The  Sixth  Grade,  representing  days 
of  chivalry,  drew  knights,  ladies,  and  saints,  and  decorated 
banners  and  shields  before  the  festival.  After  the  Festival  they 
sketched  each  other  as  bishops,  knights,  heralds  and  King  John 
with  the  Alagna  Charta.  No  knights  of  old  ever  took  more 
interest  in  the  color  of  their  shields  than  did  these  boys. 

The  children  were  angelic  as  they  appeared  in  groups  with 
their  costumes  over  their  arms  and  their  own  designs  pinned 
to  the  costumes.  Each  child  took  his  place  at  a  desk  and  select- 
ing colors  from  the  pans  of  fresco  paints,  painted  his  design. 
The  Second  Grade  worked  with  primitive  freedom  and  astonish- 
ing rhythmic  accuracy.  The  Third  Grade  used  their  stencil  for 
repeating  patterns  with  their  best  efforts  toward  Japanese 
efficiency  in  execution.  The  stirring  Seventh  Grade  boy  was 
invaluable  as  a  distributor  of  paints  and  in  hanging  finished 
garments  on  burlap  walls  covered  with  newspapers.  The  Seventh 
Grade  was  also  valuable  in  assisting  the  younger  children  with 
the  stencil  process.  The  good  conduct  which  comes  with  great 
interest  is  one  of  the  delightful  features  of  festival  preparation. 
Fifty  Japanese  costumes  and  twenty  Indian  costumes  were  deco- 
rated in  the  studio  under  the  direction  of  four  teachers  and  some 
Seventh  Grade  assistants,  without  one  being  spoiled. 


I'i)ic  Arts  l,v^ 

OUTLINE  01-"  GRADl-:  AR'l"   WORK 
GRADI-:   I 

Art  Problems:  Rhythmic  arrani^H'tiK-ius  ka<hni;  to  -uborciina- 
tion;  color  differences  in  hue,  dark-and-Iii^'hi.  hric^ht  and 
dull. 

Subjects  in  Water  Colors:  Rhythmic  border-  for  'Jhank'^- 
giving  doilies,  wall  papers.  ].>lace  card<.  Reave-  hU)\vn  bv 
wind,  flight  of  butterflies,  flight  of  birds,  b'igures  in  action, 
children  at  play  in  snow,  children  flying  kites,  Rskimo 
activities. 

Illustrations:  Pied  Piper  with  rats.  Pied  Piper  with  children: 
Pancake  story;  Ral)bit  story:  sunny  day:  dull  day:  rainy 
day;  landscape  with  figures,  landsca])e  with  flowers.  S])ring 
flowers. 

Subjects  in  Cut  Papers:  Growing  })umjikins.  Jack-o-lantern-. 
Christmas  booklet,  valentines,  May  basket,  bookcover.  land- 
scape with  moon. 

Art  Appreciation  :  Baby  Stuart,  P)aby  Stuart"<  Father.  Charles 
L,  Baby  Stuart's  Brothers  and  Sisters.  P>ab_\-  Smart's  portrait 
painter,  \'an  Dyck  ;  Prince  Balthazar  Charle^,  lnfant;i  A'ar- 
guerita  by  Velasquez;  Cnknown  Baby.  Spani-h  ^cbi('nl  in 
Morgan  collection;  The  Age  of  Innocence.  Reynold-:  Slu^p, 
Mauve;  Milking  Time,  The  Meadow,  julien  Pu-pre:  Tiic 
First   Step,   Millet. 

GRADE  II 

Art  Problems:  Continued  rhythmic  expression,  suliordinatior.. 
color  differences,  study  of  spacing,  more  careful  studv  of 
shapes. 

.'Subjects  in  Water  Colors:  I-'all  flower.-,  fall  frm:-.  a'-rrinm-- 
ment  of  fruit  for  tiles:  Indians  in  action.  Indi;iii  \i!l;iL:e  with 
wigwams.  Indian  costume  design,  Inrlian  bowl  de-iuMi  :  Dutch 
figures,  landscaix"  with  Dutch  tlgure>  i  Fig.  12  i:  ar;:on 
poses  from  life:  winter  landscape  with  -now  man:  prinimu 
of  letters :  spring  flowers. 

Subjects  in  Cl't  Paper:  Thanksgiving  b;i-kct  of  fruit:  (  '■!-'.- 
mas  booklet:  canimal  borders:  Indian  book  cc»ver :  ! 'v/ch 
book  cover;  design  for  gardeiL 


134        Curriculum  of  Horace  Mann  Elementary  School 

Art  Appreciation  :  Study  of  Indian  pattern  ;  Dutch  pictures  : — 
The  Windmill,  Ruysdael,  Infant  with  Nurse,  Franz  Hals ; 
Helena  Van  der  Schaak.  Compare  with  Boy  with  Sword, 
Manet;  Baby  Stuart. 

GRADE  III 

Art  Problems  :  Subordination,  more  critical  study  of  spacing, 
rounding  up  of  color  combinations,  study  of  three  values, 
light,  middle,  dark. 

Subjects  ix  Water  Colors:  Spray  of  autumn  leaves,  autumn 
flowers,  printing,  action  poses  from  life,  action  poses  from 
memory,  illustration,  landscape,  spring  flowers. 

Subjects  in  Crayons  :    Tile  design,  Christmas  booklet. 

Subjects  in  Cut  Paper  :  Cover  for  poem  booklet. 

Art  Appreciation  :  Study  of  Famous  Children  in  Art,  The  Two 
Sons,  Rubens ;  Portrait  of  Frederigo,  Francia ;  Prince  Balt- 
hazar Charles,  Velasquez ;  Penelope  Boothby,  Reynolds ;  The 
Age  of  Innocence,  Reynolds ;  Carnation  Lily,  Lily  Rose,  Sar- 
gent ;  Beatrice,  Sargent ;  Boy  with  Sword,  Manet ;  Little 
Rose,  Whistler;  Miss  Alexander,  Whistler. 

GRADE  IV 

Art  Problems  :  Definite  problems  in  spacing,  dark-and-light 
massing  in  three  values,  study  of  color  differences  in  hue, 
dark-and-light,  intensity,  tone. 

Subjects  in  Water  Colors:  Fall  flowers,  line  drawings  of 
vegetables,  color  drawings  of  vegetables,  application  of  color 
theory,  designs  for  Easter  cards,  printing  for  book  covers 
and  title  pages,  Christmas  flowers,  action  poses   from  life. 

Subjects  in  Crayons:  Color  theory,  plate  designs,  stencil  de- 
signs, rug  designs. 

Art  Apprecla.tion  :  Study  of  fine  plates  at  Museum  and  from 
photographs,  study  of  fine  rugs.  Japanese  stencils. 

GRADE  V 
Art  Problems:    Critical  study  of  line  as  rhythm,  subordination, 
spacing  and  shape  ;  color  dift'erences  of  hue,  four  values  of 


Fine  .Iris  135 

tlark-and-lighl,  and    four  clilTcrences   of    intensity,   study   of 
tone. 

SuKjECTS  IX  W'aticr  Colors  :  Tree  shapes,  landscajK'  with  trees, 
herders  for  vases  {V\'^.  11),  Christmas  flowers;  ap])lieati(;:i 
of  color  theory,  action  poses  from  life,  illustration>,  printing, 
birds  in  line,  dark-and-light  and  color,  spring  flowers. 

Subjects  ix  Cut  P.m'er  :    \'ase  forms. 

Subjects  ix  Cr.woxs:   Tile  design  in  hlack  and  white  ( h'ig.  9), 

rug  designs,  color  theory. 
Art  Appreciatiox  :   Study  of  fine  vases.     Study  of  Corot,  Millet, 

great  Italian  paintings. 

GRADE  VI 

Art  Problems:  A  review  of  the  art  principles  of  the  jireceding 
grades,  through  advanced  problems  in  line,  dark-and-light, 
and  color. 

Subjects  ix  Water  Colors:  Posters  for  candy  sale  ;  posters  for 
Horace  Mann  sale;  posters  for  vacation  ( P"ig.  13)  ;  decora- 
tions for  candy  boxes  ;  poinsettas  from  drawn  model  :  flowers 
from  nature ;  landscapes  and  marines  in  black  and  white ; 
landscapes  and  marines  in  black  and  white  anrl  color; 
school-mates  in  action;  figures  from  drawn  model  (  iMg.  14)  : 
figures  from  memory;  figure  color  problem,  3  hues,  3  values  , 
3  intensities. 

Subjects  ix  Crayoxs:  Color  theory,  5  hues.  4  value-.  4  intensi- 
ties.    Book  rack  and  designs. 

Subjects  ix  Cut  Pait.k  :    l)ag  designs. 

Art  Ai'I'KECI.\tiox  :  Studv  of  pictures  in  Xew  ^'ork  Cit\  through, 
visit  to  museum,  with  s])('cial  em])hasis  on  .Aliiuaii  cnllrctinn. 
Morgan  collection,  and  American  and  iniulcrn  |i;iin!iiig-. 
Discussion  of  ))ictures  children  likcfl  best  and  tlie  ;irt-rea-on 
whv.   with    reproductions   of    museum   j'-iciuvi'-   a-   rftrrmce. 


PHYSICAL  EDUCATION 

The  work  in  Physical  Education  is  required  of  all  pupils  and 
is  conducted  by  specially  trained  teachers  in  the  various  gym- 
nasiums of  the  school.  The  time  assignment  is  five  twenty- 
minute  periods  each  week  for  grades  one  and  two,  four  twenty- 
minute  periods  for  grades  three  and  four,  and  three  thirty- 
five-minute  periods  for  grades  five  and  six.  The  boys  and  girls 
are  taught  together  in  the  first  four  grades,  but  in  separate  classes 
in  the  other  grades.  A  thorough  physical  examination  is  given 
to  each  pupil  by  the  school  physician  at  least  once  a  year.  If 
this  examination  shows  that  the  child's  physical  condition  is 
such  that  he  should  not  participate  in  the  regular  gymnastic  work 
of  his  class,  the  teacher  is  notified  and  the  parent  is  advised  to 
provide  special  corrective  treatment  or  exercises.  Likewise,  any 
facts  that  the  class-room  teacher  or  the  gymnasium  instructor 
should  know  are  reported  to  her. 

FIRST,  SECOND,  THIRD  AND  FOURTH  GRADES 

The  physical  activity  in  the  first  four  grades  is  furnished  by 
games,  dancing,  apparatus  work,  marching,  free  play,  and 
exercises. 

In  the  First  Grade  dramatic  and  singing  games  form  a  great 
part  of  the  work.  Rhythms,  such  as  marching,  skipping,  playing 
animal,  dolls,  giants,  or  fairies,  are  often  used  as  such  or  as  parts 
of  stories  that  are  dramatized.  In  games  the  idea  of  fairness 
is  emphasized,  and  the  simplest  form  of  "  team "  developed. 
Marching  is  for  rhythm,  form,  and  organization.  No  attention  is 
paid  to  their  marching  out  of  step,  but  the  form  of  marching 
with  reference  to  appearance  of  the  group  carefully  is  dwelt  upon. 

The  apparatus  work  is  to  develop  control  of  the  body  with 
reference  to  external  objects.  l^»y  the  end  of  the  fourth  year 
nearly  all  have  learned  to  climb  ropes.  In  the  first  grade,  at 
the  beginning  of  the  year,  the  work  consists  mostly  of  free  play 
on  the  apparatus,  with  balls,  bean  bags,  hoops,  etc.     This  gives 

136 


Physical  llducation  137 

to  more  children  greater  ex])erience  than  an  (organized  lesson 
on  one  ])iece  of  ai)i)aratus.  Grachially,  as  the  class  becfJiiies 
organized,  they  play  less  and  less  individually;  groups  play 
together,  and  finally  the  class  as  a  unit.  I'>xercises  are  rhythtnic 
and  bear  on  the  technicpie  of  dance  or  game  that  i)resents  difli- 
culties.  Chopping  exercises  soon  develoj)  into  woodmen's  plays, 
throwing  exercises  into  boml)arding  a  "  snowman."  The  ex- 
ercises are  for  posture  and  for  the  strengthening  of  tlie  feet 
but  always  as  a  means  to  better  execution  of  movements  used 
in  games,  dances,  or  on  the  apparatus. 

Stories  are  dramatized  from  reading  lessons,  and  where  there 
is  dancing  introduced  or  movements  requiring  the  freedom  of  the 
gymnasium  or  the  experience  of  the  instructor  this  is  gladly 
correlated  with  the  grade  work.  'Jliroughout  the  grades  oj)por- 
tunity  is  given  for  individual  expression  and  the  working  out 
of  original  ideas  in  rhythms  and  dancing.  Seasonal  interests 
are  a  guide  to  the  selection  of  material,  as  are  also  skills,  and 
interests  of  the  children  and  the  traditional  plays  of  certain  ages. 

In  the  Second  Grade  the  rhythms  of  the  First  Grade  are  car- 
ried over  with  the  addition  of  slight  plot.  More  dances  are 
taught  with  attention  for  group  work.  In  games  more  skill 
is  developed,  and  from  individual  races  they  go  into  team  races, 
such  as  the  relay.  In  the  middle  of  the  second  year  the  children 
become  conscious  of  marching  in  step  to  the  music,  and  in  their 
marching  correct  posture  and  group  form  are  emphasized. 

The  rhythms  of  the  Third  Grade  are  not  used  s(j  much  as 
separate  material  but  as  parts  of  dramatic  and  singing  ganies 
and  dances.  Cooperation  and  team  spirit  develops  rapidly  in  the 
game.     Marching  always  is  in  step  and  for  form. 

In  the  h\)urth  Grade  dramatic  and  singing  games  and  simjile 
rhvthms  are  replaced  by  the  folk  dance.  In  tlie  ganu'<.  not 
only  is  cooperation  and  team  sfiirit  develojied,  l)ut  al-n  grade 
sjiirit.  and  match  games  between  the  two  b'ourtli  Gra(ie>  are  nnt 
infre(iuent.  Attention  is  jKiid  to  the  form  of  rxecution  in  marcli- 
ing,  where  simple  marching  tactics  are  introduced,  and  in  aji- 
paratus  work,  h^xercises  are  for  use  in  (k'velo])ir.ent  ot  >kill 
on  apparatus  and  in  games,  through  .strengthening  of  arnis. 
abdomen,  and  feet. 


138         Curriculum  of  Horace  Mann  Elementary  School 

The  hygienic  benefit  of  the  pupil's  work  in  the  gymnasium 
never  is  made  an  end  in  itself,  although  it  is  of  importance  to 
the  teacher  in  her  selection  and  handling  of  material.  Correct 
posture  on  the  whole  is  got  through  games  and  dances  as  a  means 
to  better  execution  of  the  movement,  and  spirit ;  more  lasting 
results  are  obtainable  through  the  normal  activities  of  the  chil- 
dren and  their  accompanying  joys,  than  through  formal  exercises. 

FIFTH  AND  SIXTH  GRADES:  BOYS 
The  gymnasium  work  for  the  boys  of  the  elementary  grades 
consists  of  marching,  calisthenics,  and  games.  The  corrective 
aspects  of  the  calisthenics  drills  receive  special  attention.  More 
than  half  the  time  is  devoted  to  games,  and  this  emphasis  is 
justified  not  only  by  the  splendid  exercise  afforded  by  the  games, 
but  by  the  opportunity  they  give  for  the  development  of  honor, 
fairness,  and  team  spirit.  The  boys  and  the  girls  of  the  sixth 
grade  may  spend  one  period  each  week  in  the  swimming  pool. 

FIFTH  AND  SIXTH  GRADES:    GIRLS 
The  physical  education  of  the  girls  of  the  elementary  grades 
involved  several   forms  of  activity,   such  as   freehand  exercises, 
simple  apparatus  work,  plays,  games,  and  dancing. 


Gaylord  Bros. 

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SyratuBf",  N.  Y. 


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